L 13 
.N89 
1920 
Copy l :TORY, STANDARDS, STATISTICAL ANALYSIS 



AND 



LIST OF ACCREDITED SECONDARY SCHOOLS 



of Tie 



North Central Association 



OF 



Colleges and Secondary 
Schools 



ALSO 



The Special Studies : 

1. Tentative Standards for Junior High Schools 

2. Effect of Size of Classes on Quality of Work. 

3. Teaching Citizenship in High Schools. 



Edited by 

C. O. DAVIS 

SECRETARY OF THE COMMISSION 
ON SECONDARY SCHOOLS 



1920 



DIRECTORY, STANDARDS, STATISTICAL ANALYSIS 

AND 

LIST OF ACCREDITED SECONDARY SCHOOLS 



of Tu 



North Central Association 



OF 



Colleges and Secondary 
Schools 



ALSO 



The Special Studies : 

1. Tentative Standards for Junior High Schools 

2. Effect of Size of Classes on Quality of Work. 

3. Teaching Citizenship in High Schools. 



Edited by 

C. O. DAVIS 

SECRETARY OF THE COMMISSION 
ON SECONDARY SCHOOLS 



1920 






■ 



Cat; \ - ■ . Y ^^ 






TABLE OF CONTENTS 



Special Notes to School Officers..— 4-A 

Foreword 5-A' 

Division A — Officers and Members of the Commission 6-A 

Division B — General Statistical Items 8-A 

Division C — Excerpts from the Minutes, 1920 9-A 

Division D — Special Studies 10-A 

I — Tentative Standards for Junior High Schools (Edmonson) 10-A 

II— Effect of Size of Class Upon Quality of Work (Cook) 17-A 

III — Training for Citizenship in N. C. A. Schools (Davis) 26-A 

Division E — Regulations and Standards for Accrediting 36-A 

Division F — List of Accredited Schools... 39-A 



3-A 



SPECIAL NOTES TO SCHOOL OFFICERS 



I. Schools desiring to become voting members of the 
Association, to be placed on the permanent mailing list of 
the Association, to receive copies of the annual Proceedings 
and other valuable bulletins and circulars issued by the Asso- 
ciation, and to enjoy the enhanced prestige which membership 
in the Association affords, are urged to write to the Treasurer, 
Principal Milo H. Stuart, Technical High School, Indianapolis, 
Indiana, and enclose the annual membership fee of two 
dollars. 

II. Resolution on Salaries: 

The following resolution was passed unanimously by the 
North Central Commission at its annual meeting in Chicago, 
March 19, 1920 : 

RESOLVED, That it is the opinion of the North Cen- 
tral Commission on Secondary Schools that, 

(a) It is unalterably opposed to the lowering of the stand- 
ards for teachers in North Central high schools. 

(b) The only way these standards can be maintained is 
through an adequate increase in salaries. 

(c) That an increase of at least 100% over the high school 
salary base in 1914-15 is imperative at this time. 



4-A 



FOREWORD 

"The object of the Association shall be to establish closer relations between 
the secondary schools and the institutions of higher education within the North 
Central states and such other territory as the Association may recognize." — Con- 
stitution, Article II. 

The aim of the North Central Association of Colleges and Secondary 
Schools is, therefore, first, to bring about a better acquaintance, a keener sym- 
pathy, and a heartier co-operation between the colleges and secondary schools 
of this territory; second, to consider common educational problems and to devise 
best ways and means of solving them; and, third, to promote the physical, in- 
tellectual and moral well-being of students by urging proper sanitary conditions 
of school buildings, adequate library and laboratory facilities, and higher stand- 
ards of scholarship and of remuneration of teachers. 

That these aims are, to a large degree, realized is evidenced by the steady 
growth of the Association in territorial accessions, in number of affiliated and 
accredited schools and colleges, and in the power and prestige exercised through- 
out the country in respect to educational policies and practices. The Association 
is, beyond all doubt, the most generally recognized standardizing educational 
agency in the Northwest, — if indeed it does not rank first in prestige in the 
entire United States. 

Founded twenty-five years ago by a little group of foresighted men repre- 
senting but a small number of institutions situated in a small number of states, 
the Association today includes in its territory eighteen states, and in its mem- 
bership 135 institutions of higher education and more than 1,000 institutions of 
secondary rank. Moreover, besides accrediting a goodly number of colleges and 
universities, the Association has this year stamped with its approval 1,353 high 
schools and academies. 

It is therefore a distinct honor for any institution to hold affiliated or 
accredited relationship with this body. The Association's official recognition 
gives prestige to a school among educated men and women everywhere. Its 
recorded approval is a letter of introduction to all colleges, universities and 
professional schools in the land, and guarantees efficiency and high standing to 
these institutions. Accredited relations with the Association bring to a second- 
ary school the same distinction and honor as an institution that membership 
in the society of Phi Beta Kappa or Sigma Xi confers upon an individual, or 
that high rating by Bradstreet or Dun brings to a firm in business. Moreover, 
membership in the Association aids boards of education to secure better pre- 
pared teachers, to erect barriers against untrained teachers, and in general to 
raise educational standards in their communities. It is the hope of the Associa- 
tion that all schools which are accredited by it will cherish the honor and seek to 
uphold the standards mutually and co-operatively established. 



Detailed information respecting the organization and procedure of the 
Association may be secured by addressing its Secretary, President Harry M. 
Gage, Huron, South Dakota. Copies of the Annual Proceedings may be had 
(price $1.00) by addressing the Treasurer, Principal Milo H. Stuart, Technical 
High School, Indianapolis, Indiana. Specific information respecting the stand- 
ing and conditions of any given school may be had by addressing the official high 
school inspector in the state concerned. Additional copies of the list of accre- 
dited schools may be secured (inclosing 10 cents in stamps) from the Secretary 
of the Commission, Professor C. O. Davis, Ann Arbor, Michigan. 



The next annual meeting of the Association will be held in Chicago the week 
of March 13, 1921. 



5-A 



DIVISION A 



MEMBERS OF THE COMMISSION ON SECONDARY SCHOOLS 



OFFICERS OF THE ASSOCIATION 

President, Geo. E. Marshall, 
Principal of High School, 
Davenport, Iowa. 
1st Vice-President, Lotus D. Coffman, 
Dean School of of Education, 
Minneapolis, Minnesota. 
2nd Vice President, J. S. McCowan, 
Principal of High School, 
South Bend, Indiana. 
Secretary, Harry M. Gage, 
President, Huron College, 
Huron, South Dakota. 
Treasurer, Milo H. Stuart, 
Principal of Technical High School, 
Indianapolis, Indiana. 



OFFICERS OF THE COMMISSION ON 
SECONDARY SCHOOLS 

Chairman, A. A. Reed, 
University of Nebraska, 
Lincoln, Nebraska. 
Secretary, C. O. Davis, 
University of Michigan, 
Ann Arbor, Michigan. 



Excerpt taken from the Revised Constitution of the Association: 
Sec. 5. The Commission on Secondary Schools shall consist of (a) the High 
School Examiner or corresponding officer for the State University in each state 
within the territory of the Association; or, in case there is no such officer, some 
member of its faculty designated by the State University for the purpose; (b) 
the Inspector of High Schools, if any, of the State Department of Public. 
Instruction in each state within the territory of the Association; (c) a Principal 
of a Secondary School accredited by the Association, to be elected by the Asso- 
ciation on the nomination of the Executive Committee for a period of three 
years, one-third of the number to be elected each year; and (d) eighteen other 
persons to be elected by the Association on the nomintaion of the Executive 
Committee for a period of three years, one-third of the number to be elected 
each year. 

This Commission shall prepare, subject to the approval of the Association, 
a statement of the standards to be met by Secondary Schools accredited by the 
Association; shall make such inspection of schools as it deems necessary, and 
shall prepare for the Executive Committee lists of the Secondary Schools within 
the territory of the Association which conform to the standards prescribed. 



MEMBERS OF THE COMMISSION ON SECONDARY SCHOOLS 

1920-1921 

Arizona 

♦University, F. C. Lockwood, Tucson. 
State Department, C. C.Case, Tucson. 
High School, D. F. Jantzen, Phoenix. 

Colorado 



State Department, E. B. Wetherow, 
Indianapolis. 

High School, Joseph Shock, Lafay- 
ette. 



♦University, H. M. Barrett, Boulder. 
State Department, N° n e. 
High School, W. S. Roe, Greeley. 

Illinois 

♦University, H. A. Hollister, Urbana. 
State Department, J. C. Hanna, 
Springfield. 
High School, C. P. Briggs, Rockford. 

Indiana 

♦University, Hubert G. Childs, Bloom- 
ington. 



Iowa 

♦University, John E. Foster, Des 
Moines. 
State Department, M. R. Fayram, Des 

Moines. 
High School, W. F. Shirley, Council 
Bluffs. 

Kansas 

University, W. H. Johnson, Lawrence. 
♦State Department, B. E. Lewis, 
Topeka. 
High School, R. R. Cook, Topeka. 



'Names starred are those in each state to whom correspondence respecting local questions of a 
North Central Association nature should be addressed. 



6-A 



Michigan 

♦University, J. B. Edmonson, Ann 

Arbor. 
State Department, L. L. Goodrich, 

Lansing. 
High School, E. L. Miller, Detroit. 

Minnesota 

University, F. H. Swift, Minneapolis. 
*State Department, E. M. Phillips, 
St. Paul. 
High School, C. C. Baker, Grand 
Rapids. 

Missouri 

♦University, J. D. Elliff, Columbia. 
State Department, W. S. Smith, 

Jefferson City. 
High School, H. B. Blaine, Joplin. 

Montana 

♦University, E. C. Elliott, Helena. 
State Department, Miss May Trum- 

per, Helena. 
High School, George A. Ketcham, 
Missoula. 

Nebraska 

♦University, A. A. Reed, Lincoln. 

State Department, A. L. Burnham, 
Lincoln. 

High School, R. W. Johnson, Hast- 
ings. 

New Mexico 

University, David S. Hill, 

Albuquerque. 
♦State Department, J. H. Wagner, 

Santa Fe. 
High School, G. J. Jones, 

Albuquerque. 



North Dakota 

University, C. C. Schmidt, University. 
♦State Department, C. L. Robertson. 

Bismarck. 
High School, P. H. Lehman, Grand 
Forks. 

Ohio 

♦University, F. C. Landsittel, 

Columbus. 
State Department, C. E. Oliver, 

Columbus. 
High School, H. R. Townsend, 

Hamilton. 

Oklahoma 

University, A. C. Parsons, Norman. 
♦State Department, M. A. Nash, 
Oklahoma City. 
High School, W. F. Moore, 
Oklahoma City. 

South Dakota 

University, W. A. Cook, Vermillion. 
♦State Department, F. E. Smith, 
Pierre. 
High School, W. I. Early, Sioux Falls. 

Wisconsin 

♦University, Thomas Lloyd Jones, 

Madison. 
State Department, H. N. Goddard, 

Madison. 
High School, Paul G. W. Keller, 

Appleton. 

Wyoming 

♦University, C. R. Maxwell, Laramie. 
State Department, Miss Margaret 

Mullison, Cheyenne. 
High School, J. 7. Marshall, Sheridan. 



MEMBERS AT LARGE 

Class of 1921 

W. G. Bate, High School, Richmond, Ind. 

W. M. Butler, Yeatman High School, St. Louis, Mo. 

Harriet Congdon, Monticello Seminary, Godfrey, 111. 

C. O. Davis, University of Michigan, Ann Arbor, Mich. 

E. E. Jones, Northwestern University, Evanston, 111. 

Ellen C. Sabin, Milwaukee-Downer College, Milwaukee, Wis. 



Class of 1922 

Stratton D. Brooks, University of Oklahoma, Norman, Okla. 

R. B. Crone, Hastings College, Hastings, Neb. 

C. A. Duniway, Colorado College, Colorado Springs, Colo. 

J. P. Everett, Western Normal College, Kalamazoo, Mich. 

W. A. Jessup, University of Iowa, Iowa City, la. 

W. P. McKee, Frances Shimer School, Mt. Carroll, 111. 

7-A 



Class of 1923 

W. H. Black, Missouri Valley College, Marshall, Mo. 

B. F. Brown, Lake View High School, Chicago, 111. 
M. W. Butcher, State Normal School, Emporia, Kan. 
J. A. Clement, De Pauw University, Greencastle, Ind. 
Ch. N. Cole, Oberlin College, Oberlin, O. 

C. W. Gethman, High School, Shawnee, Okla. 



DIVISION B 
ITEMS OF GENERAL INTEREST 

1. Number new schools added in 1920=74; in 1919=91; in 1918=89. 

2. Number old schools dropped in 1920=23; in 1919=11; in 1918=33. 

3. Total number of schools accredited in 1920=1,352; in 1919=1,293; in 
1918=1,213. 

4. Total number of schools accredited by states in 1920: 



Arizona 14 

Colorado 39 

Illinois 203 

Indiana 87 

Iowa 90 

Kansas 78 

Michigan 121 

Minnesota 81 

Missouri 68 

Montana 32 



Nebraska 84 

New Mexico 20 

North Dakota 54 

Ohio 184 

Oklahoma 49 

South Dakota 29 

Wisconsin 109 

Wyoming 11 



Total 1,353 

5. Type of schools Accredited (3, 4, 5, or 6-year schools): 



No. 3-Year 
Schools 

Arizona 1 

Colorado 

Illinois 1 

Indiana 4 

I owa 7 

Kansas 6 

Michigan 7 

Minnesota 5 

Missouri 1 

Montana 

Nebraska 7 

New Mexico 

North Dakota 3 

Ohio 11 

Oklahoma 4 

South Dakota 3 

Wisconsin 

Wyoming 

Total 60 

8-A 



No. 4-Year 


No. 5-Year 


No. 6- Year 


Schools 


Schools 


Schools 


11 


1 


1 


39 








199 





3 


78 


2 


3 


79 


2 


2 


67 





5 


86 


7 


21 


66 


2 


8 


67 








32 








65 


5 


7 


18 





2 


49 





2 


156 


2 


15 


41 


1 


3 


25 





1 


100 


2 


7 


10 





1 



1,188 



24 



81 



DIVISION C 

EXCERPTS FROM THE MINUTES, 1920 

I. Committees for the year 1920-1921. 

1. Blanks: Child's, Early, Davis. 

2. Special Study: Davis, Reed, Hollister. 

3. Standardization of schools departing from the common 8 — 4 arrange- 
ment of grades: Edmonson, Landsittel, Goddard, Foster, Briggs. 

4. Military Training: E. R. Miller, Clevinger, Clapp, Masters, Ramsey. 

5. School Buildings: T. L. Jones. 

II. Resolutions adopted. 

1. Resolved, that the standards be interpreted to mean that any school 
warned one year shall be dropped from the list of accredited schools the follow- 
ing year, if the school persists in the violation of the standard. 

2. Resolved, that no school which has been continuously accredited for the 
preceding five years shall be dropped until after a year's warning has been given. 

3. Resolved, that the Commission request the Colleges, Universities, and 
State Departments, in printing their lists of accredited schools, to place a star 
opposite, or before, all North Central Association Schools, and also to print in 
their catalogues the statement that they will accept the certificates of all schools 
accredited by the North Central Association. 

4. Resolved, that the Commission recommend to the Association the 
appointment of a standing committee on fraternal relations with other regional 
accrediting agencies, such committee to consist of a representative from each 
of the three Commissions and to be nominated, in each case, by the Commission 
represented. (J. D. Elliff was appointed to represent this Commission.) 

5. Resolved, that the Association be requested to classify institutions of 
higher learning into discriminating groups showing which have four-year courses 
or curricula and which have courses or curricula of less than four years; also 
that the Association give, in its printed lists, the date since which each institu- 
tion has been continuously accredited by the Association. 

6. Resolved, that the chairman of the Commission be instructed to appoint 
annually a Central Revising Committee consisting of six members whose duties 
shall be to examine and review the work of the state committees, prepare lists 
of schools for the Commission, and submit to the Commission all special cases 
concerning which there is serious doubt or marked differences of opinion. 

7. Resolved, that the Secretary of the Commission be instructed to send the 
blank forms to the authorized agent of communication in each state on or before 
November 1st; that the agent of communication be instructed to send the blank 
forms to the schools on or before November 15th; that the principals of the 
schools be requested to fill out properly, and in full, all blanks and return them 
to the inspector on or before December 1st; that on or before January 10th the 
Commission in each state shall meet and canvass the reports; and that on or 
before February 1st the State Commission shall complete its work and file with 
*.he Secretary a complete report. 

9-A 



DIVISION D 

SPECIAL STUDIES 

I 

TENTATIVE STANDARDS FOR JUNIOR HIGH SCHOOLS 

By J. B. Edmonson 

University of Michigan (for the Committee) 

At the 1919 meeting of the North Central Commission on Secondary Schools, 
a committee on classification of Six Year, Senior and Junior High Schools was 
created. The membership of this committee this past year (1919-1920) has been 
the following: 

Inspector H. N. Goddard of Wisconsin. 
President J. Stanley Brown of De Kalb, 111. 

Inspector J. B. Edmonson of the University of Michigan, Chairman. 
The committee was directed by the Commission on Secondary Schools to 
attempt to secure a complete classification of: 

(a) all Junior High Schools operating as independent units; 

(b) all Six Year High Schools operating as independent units; and 

(c) all Three Year Senior High Schools operating as independent units. 

To facilitate the work of the committee the Commission adopted certain 
definitions for the classification of schools. These definitions are as follows: 

(a) "A Six Year High School is a school in which the entire work above 
the sixth grade is administered by a single staff of officers and teachers." 

(b) "A Senior High School is a school in which the 10th, 11th and 12th 
grades are segregated in a building (or portion of a building) by themselves, 
and are taught by a staff distinct from that which teaches in the grades below." 

(c) "A Junior High School is a school in which the seventh, eighth, and 
ninth grades are segregated in a building (or portion of a building) by them- 
selves, possess an organization of their own that is distinct from the grades 
above and the grades below, and are taught by a separate corps of teachers." 

The committee has carried on its work by the questionnaire method and has 
secured statistics by states as to the number of high schools of the different 
types as determined by the school years included. 

TABLE I 

NUMBER OF DIFFERENT TYPES OF SCHOOLS IN 
NORTH CENTRAL STATES 

Senior Five- Year Six-Year Junior 

High School High School HighSchool High School 

Arizona 1 1 '2 3 

Colorado 2 1 2 

Illinois 1 3 14 

Indiana 5 3 4 6 

Iowa 7 2 2 19 

Kansas 10 5 19 

Michigan 8 7 19. 22 

Minnesota 8 2 8 16 

Missouri 1 6 

Montana 

Nebraska 6 4 7 10 

New Mexico 2 

North Dakota 3 2 3 

Ohio 11 2 15 36 

Oklahoma 4 5 

South Dakota 3 2 3 

Wisconsin 8 3 8 

Wyoming 10 

Totals 77 22 78 170 

10- A 



According to Table II the total number of schools reported was 1,332. Of 
this number 1,155 or 86% were organized on the usual 8—4 plan. The other 
14% were, as is shown in the Table II organized on the 6 — 6—3, the 6 — 6, or 
the 5 — 7 plan. 

TABLE II 

Number Percent 

Schools reporting 1,332 .... 

Senior High Schools 77 6% 

Four Year High Schools 1,155 86% 

Five Year High Schools 22 2% 

Six Year High Schools 78 6% 

It is evident from these statistics that the 8 — 4 school is the most common 
type of school and is the type to which the North Central Association must give 
first consideration in the development and enforcement of standards. It is, 
however, important to remember that a total of 14% of the North Central 
Schools have departed from the conventional type and the indications are that 
this percentage will increase each year. 

In this connection, the extent to which the schools of a particular state are 
departing from the usual 8 — 4 plan of organization might be of interest. The 
information selected is from Wisconsin and was secured by Inspector H. M. 
Goddard of the Committee. The report shows that of a total of 260 high 
schools in the State, 25% have adopted some plan of organization which is a 
marked departure from the usual 8 — 4 plan. What is true of Wisconsin is true 
in other states. In view, therefore, of the possible rapid increase of the number 
of schools having a plan of organization and administration which is likely to 
be very different from the trational 8 — 4 plan, the Committee has asked the 
Commission on Secondary Schools to provide a standing Committee on the 
Classification of Types of High Schools. The Commission has accepted this 
recommendation, and a Committee has been named. For the current year 
the schools having some modified plan of organization, either Senior, Six Year 
or Five Year, will be included with the list of the accredited schools of the 
Association. 

In an effort to prepare a list of the Junior High Schools in North Central 
States, the Committee has formulated a set of tentative standards. It should 
be noted that these standards are only tentative. On the basis of these tenta- 
tive standards a questionnaire was prepared and distributed to Junior High 
Schools. The definition of a Junior High School used by the Committee was 
the one adopted by the Commission on Secondary Schools at the meeting held 
in March, 1919. As previously stated, this definition reads: 

"A Junior High School is a school in which the seventh, eighth, and ninth 
grades are segregated in a building, or portion of a building, by themselves, 
possess an organization and administration of their own that is distinct from 
the grades above and the grades below, and are taught by a separate corps 
of teachers." 

Of the 170 schools reported by the North Central Inspectors as coming 
within the definition of a Junior High School as adopted by the Commission, 
only 75 returned the questionnaires. Now, of these 75, only 53 claimed to 
satisfy completely the definition. It may be that many of the 95 schools failing 
to reply did so because of a knowledge of their inability to satisfy the official 
definition. There are, however, certainly more than 53 Junior High Schools 
in the North Central States, and the Committee hopes to submit a more exten- 
sive list another year. 

11-A 



Date of 
Organ- 
ization 


Enrol- 
ment 


Teach- 
ers 


Date of 
Build- 
ing 


idall , . 1917 

r 1918 

1918 


150 
322 
118 


13 
18 
12 


1917 
1918 

1919 



TABLE III. 

SCHOOLS CLAIMING JUNIOR HIGH SCHOOL STANDING UNDER 

THE OFFICIAL DEFINITION. 

(No approval is extended to schools in this list, as the Association has not 
as yet voted to adopt standards for Junior High Schools.) 

State, 
Town and 
School Principal 

Arizona 

Bisbee 

Bancroft L. W. Crandall 

Horace Mann J. B. Potter 

James Douglas E. F. Horn 

Illinois 
Chicago 

Parker Practice W. R. Hatfield 1919 428 16 1900 

Quincy 

Webster 1913 

Rockford 

Barbour H. C. Muth 1916 250 15 1916 

Indiana 
Brazil 

Brazil E. M. Muncie 1916 476 30 1906 

Iowa 

Davenport 

West Intermediate.... C. C. Minard 1919 640 27 1918 

J. B. Young Jr. High.R. P. Redfield 1919 677 27 1918 

East Junior High A. I. Naumann 1918 630 27 1918 

Denison 

Denison C.M.Wheeler 1918 165 8 

Des Moines 

Amos Hiatt R.J.Cornell 1918 725 32 

Kansas 
Chanute 

Chanute F. A. Lavan 1914 554 22 1914 

Emporia 

Roosevelt Jr. High of 

K. S. N. S Inez Morris 1917 

Holton 

Holton Neal M. Wherry.... 1917 

Junction City 

Junction City Truman G. Reed... 1919 

McPherson 

McPherson J.E.Jones 1918 

Salina 

Lincoln F. J. Mercer 1916 

Topeka 

Lincoln W. G. Magaw 1917 

Summer E. F. Stanley 1916 

Wichita 

Alex. Hamilton Inter.. H. M. Eckstein 1919 638 21 1919 

12-A 



75 


17 


1915 


205 


10 


1905 


395 


18 


1918 


232 


14 


1918 


583 


24 


1917 


260 
220 


12 
8 


1917 
1901 



Date of 






Date of 


Organ- 


Enrol- 


Teach- 


Build- 


ization 


ment 


ers 


ing 



State, 
Town and 
School Principal 

Michigan 
Adrian 

Adrian A. J. Hypes 1915 420 19 1868 

Grand Rapids 

Burton G. E. Downs 1917 121 4 1913 

Junior High School... C. F. Switzer 1911 1,050 43 1895 

Jackson 

West Intermediate.... E. S. Light 1918 1,104 37 1918 

Minnesota 
Canby 

Canby Mae I. Cowan 1917 140 10 1917 

Duluth 
Lincoln C.T.Wise 1917 750 40 1916 

Washington Jr. High.. A. M. Santee 1916 875 42 

Staples 

Staples Nellie F. Hudson... 1917 190 10 1916 

Two Harbors 

Two Harbors Elizabeth Steichen.. 1915 342 .. 1914 

Nebraska 
Friend 

Friend Jr. High Mrs. B. H. Greer. . . 1918 105 8 1903 

Seward 

Seward Myrna V. Jones. .. . 1917 147 8 1916 

Lincoln 

McKinley . Ruth Pyrtle 1914 206 16 1904 

Ohio 

Berea 

Berea Edith A. Longborn. 1917 143 5 1915 

Canton 

North I. W. Delp 1917 327 12 

Cleveland 

Addison B.W.Taylor 1916 875 35 1914 

Brownell H.N.Irwin 1918 850 32 1890 

Collingwood E. T. Cockrell 1916 1,198 46 1907 

Empire C.R.Wise 1915 1,100 46 1914 

Columbus 

Avondale Velorus Martz 1917 714 30 1896 

Crestview R. G. Kinkead 1919 600 24 1914 

Douglas Edna B. Hatton.... 1911 550 25 1876 

Indianola Jr. High....H. J. Vallance 1910 532 26 1908 

Fremont 

Fremont Jr. High I. G. Stout 1917 410 22 1909 

Kent 

Kent Normal Edith M. Olson 1919 96 10 1914 

Warren 

Central L. D. Keppner 1917 250 40 1918 

East Grace Bachus 1918 175 .. 1918 

West Harriett Fletcher... 1918 175 .. 1918 

Oklahoma 

CillCKcLSricL 

Chickasha J. F. Hatcher 1916 500 20 1916 

Muskogee 

Muskogee R. E. Butcher 1914 675 60 1912 

Tulsa 

Irving J.H.Brown 1919 225 14 1909 

Washington J.A.Miller 1916 308 19 1918 

South Dakota 
Mitchell 

Mitchell , !S( , Lottie M. Jones 1918 391 20 1917 

13-A 



The definition of a Junior High School used by the Committee has been 
most vigorously attacked by certain school authorities. One former Junior 
High School Principal declares, "That the definition of a Junior High School 
as adopted by the Commission on Secondary Schools is wholly inadequate and 
does not at all meet present day conditions." Professor F. T. Landsittell of 
Ohio State University declares, "I am inclined to question the advisability 
of narrowing the definition to exclude all other types except the three-year 
type. While it is true that the three-year school gives promise of becoming 
eventually the standard school, it is not impossible that we may, after all, find 
either the two-year or the four-year type to be the best. I should be inclined 
to open up the possibility of recognition of either two or four-year schools, 
provided they would be acceptable on the point of segregation and distinct- 
iveness of organization, administration, and teaching service." Other criticisms 
have been filed with the Committee, but the prevailing opinion would indicate 
that the definition is a valid one. Therefore the Committee believes that the 
present definition of a Junior High School should be allowed to stand, but 
believes that plans should be devised for the classification of other types of 
the modified 8 — 4 plan. Unless this is done, the Association may discourage 
experiments in the way of modified 8-4 plans of organization. Another year 
the Committee plans to secure information from types of schools other than 
the three-year Junior High School type. 

In an effort to move in the direction of preparing a list of approved Junior 
High Schools, the Committee has prepared a set of tentative standards covering 
such matters as: 

Preparation of Teachers, 
The Teaching Load, 
Program of Studies, 
Salary Schedule, 
Building and Equipment. 

The tentative standards for the preparation of teachers in the Junior High 
School are as follows: 

All Teachers teaching one or more academic subjects must satisfy the 
following requirements: 

A. The minimum attainment of the majority of the new teachers of 
academic subjects shall be equivalent to the completion of a four-year 
course of study in a standard college or normal school. 

B. The minimum professional training of a new teacher of academic 
subjects shall be at least eleven semester hours in education. This should 
include special study of the subject matter and pedagogy of the subjects to 
be taught, including courses in Junior High School administration and meth- 
ods. Such requirements shall not be construed as retroactive. 

C. The teachers not meeting A shall be expected to complete at least 
one year of college work, including courses in Junior High School adminis-- 
tration and methods, within a reasonable time following their appointment 
to Junior High School work. 

The returns from seventy-five schools applying for recognition as Junior 
High Schools indicates very general ability and willingness to meet this stand- 
ard. However, several leaders in the Junior High School field have voiced 
pointed criticisms of this standard. Among the criticisms is the following by 
President J. Stanley Brown of the Northern Illinois State Normal School, one 
of the members of the Committee, who declares, "I question the preparation of 
teachers. I think that a reasonable requirement for teachers dealing with pupils 
ten, eleven, twelve, thirteen, or fourteen years of age, might well be graduation 
from a State Normal School, such as may be found in our Central States. I 
think there is reason to believe that two years of training following high school 
graduation, with emphasis placed upon the art of teaching and some opportunity 
given to do acceptable directed or supervised study, would be a fairly satisfactory 
ideal." 

Superintendent Stetson of Muskegon, Michigan, declares, "That it seems to 
me that the requirements under the head, 'Preparation of Teachers,' are entirely 
too indefinite. For example, under this, if I were hiring four new teachers of 

14-A 



academic subjects, only three of them would have to have a preparation equiva- 
lent to the completion of a four-year course of study. Personally, I can see no 
reason for the word 'majority' of the new teachers. The second objection to 
that point is that, as any Junior High School teacher will tell you, the problems 
of teaching in the seventh grade are distinctly different from those in the ninth 
grade. If I were organizing a Junior High School here, where all of the teach- 
ers would be new teachers, I should dislike to feel that I should have a majority 
Of them holding college degrees. The question of whether the majority of them 
should hold a college degree would depend entirely upon the number of pupils 
enrolled. If the larger group were seventh graders, I should not want the 
majority of the teachers with college preparation." 

Professor J. D. Elliff of the University of Missouri, inquires, "Why should 
we make any distinction in the preparation of teachers for Junior Schools and 
the Senior School? I see no reason for doing so, and a uniform requirement 
for both groups will be much more easily administered." 

Of the 53 Junior High Schools satisfying the definition, 43 have required the 
A. B. of a majority of new teachers, and current practice would appear to en- 
dorse the tentative standard as a desirable one. However, it may be desirable 
to remove the indefiniteness of the present tentative requirement, and the elim- 
ination of that part of the requirement suggesting that only a majority of the 
new teachers shall possess a college degree. It might be preferable to indicate 
a lower standard of qualifications than a college degree to which all teachers 
should measure up. The Committee does not plan a radical revision of this 
standard this year, but expects that a revision will come later as the result of 
further inquiry concerning the actual situation in standard Junior High Schools. 

Under the heading, "Teaching Load," the Committee has provided the 
following: 

A. The number of daily periods of class room instruction given by any 
teacher should not exceed six. 

B. The average length of a recitation period should be forty minutes, 
exclusive of all time used in the changing of classes or teachers. 

C. For schools having a plan of supervised study with class periods of 
fifty minutes or greater, not more than five classes per day should be as- 
signed to any teacher. 

D. No school whose records show an excessive number of pupils per 
teacher based on average attendance, shall be accredited. The Committee 
suggests twenty-five as a maximum. 

All of these requirements appeared to be acceptable to the Junior High 
Schools, except the one relating to the number of pupils per teacher. It appears 
to many that twenty-five is too low a maximum on account of the great cost of 
supplying sufficient teachers, and thirty or thirty-five is suggested by a consid- 
erable number of school principals. 

In commenting on this tentative standard, Mr. C. L. Spain, Deputy Superin- 
tendent of Detroit, Michigan, says, "Under part 3, 'Teaching Load,' the Com- 
mittee suggests twenty-five as a class maximum. This seems to be altogether 
too low. It seems strange that if our schools are doing what they claim they 
are, that is, giving pupils more self reliance and more power of self direction as 
they progress through the grades, that we should find it necessary to segregate 
the seventh, eighth, and ninth grade classes into classes of twenty-five when we 
are successfully handling classes of thirty-five to forty-five in the lower grades. 

"I see no reason why the intermediate or Junior High Schools should not 

handle pupils in classes of at least thirty and preferably thirty-five and I do not 

believe that we are justified in reducing this standard as low as twenty-five. I 

, might say that this is the opinion of others in the group here who are making 

some study of these matters." 

The Committee expects to study this problem and to revise the standard 
in accord with the findings. 

15-A 



Under the heading, "Program of Studies,"~the Committee has attempted to 
provide standards which require a marked departure from the traditional 8 — 4 
plan of school organization. These standards read: 

A. The Committee believes that every Junior High School should offer 
units of work in mathematics, social sciences, languages (including English), 
natural sciences, the fine arts, physical training, and certain of the so- 
called vocational subjects, such as agriculture, manual training, household 
economics, commercial subjects, etc. 

B. No school shall be accredited unless evidence is submitted showing 
an attempt to define the units in the program of studies in a manner greater 
in scope and richer in content than that of the traditional elementary school. 

C. No school shall be accredited whose administration of the program 
of studies does not provide for some choice of studies, elected under super- 
vision, for promotion by subject, and for the testing out of individual apti- 
tudes in academic and vocational work. 

D. No school shall be accredited whose administration does not pro- 
vide for some plan for supervised study. 

Many questions were raised by school officials concerning the meaning of 
terms and expressions used in defining the content and administration of the 
program of studies. Some of the typical questions were: 

What is meant by "promotion by subject"? 

What is meant by "supervised study"? 

What is meant by studies "richer in content"? 

The returns from the Junior High Schools indicate a general belief that a 
marked revision has already taken place in the program of studies. However, 
it is evident to the Committee that there is need of careful definition of many 
terms and a demand for carefully prepared statements issued concerning the 
aim, content, and methods to follow in the preparation of units in the various 
Junior High School subjects. 

Some of the difficulties in the standards are pointed out by Assistant Super- 
intendent G. L. McCullough of Jackson, Michigan, who declares, "How to define 
the units in the program of studies in a manner greater in scope, I do not know. 
We certainly have not endeavored to cover more ground or teach the subjects 
more intensively than in the traditional elementary schools. In our schools, we 
have sought to reduce the quantity both as to time and matter. We offer a 
wider range of subjects than the traditional elementary schools do, but within 
the subject itself the process has been one of compression or elimination, rather 
than of expansion. I take it 'richer in content' refers to that widespread move- 
ment during the last decade or two to make the subject matter of instruction in 
the grammar grades more vital, and more closely related to child-life interests. 
To this end, the whole subject matter of history, civics, geography, arithmetic, 
grammar, spelling, hygiene, literature, industrial arts, has been recast and reor- 
ganized. With this movement we are wholly in accord. Even at that, there is 
a wide diversion among educational authorities as to what the 'richer in content 
of these subjects' should be. In education, as elsewhere, we have our radicals, 
not to say Bolshevists, as well as the most confirmed and conservative." 

In commenting upon the standards, Professor C. H. Judd, of the University 
of Chicago, says, "It is my judgment that most high schools which are trying 
to organize this movement fail to understand that it is essential to the reorgan- 
ization of the curriculum; to be sure, it is also a reorganization of the mode of 
handling the curriculum, but what I think is needed in the way of advice is the 
definition of some of the changes that ought to be made in mathematics, Eng- 
lish, etc. My judgment would be, therefore, that the Committee ought to take the 
standard relating to the curriculum and enlarge it so that it would become a 
major part of the report, giving us definite knowledge of what is being done in 
each of the subjects in the curriculum. At the same time, as I suggested above, 
it seems to me very desirable that the Committee should give support to vigor- 
ous principals in persuading their boards of Education of the necessity of a very 
radical change in the programs." 

One of the standards arousing the greatest interest on the part of Junior 
High School principals, relates to salary schedule. In fact, this standard was 
the most favored of all. The standard reads: 

16-A 



"No school shall be accredited whose salary schedule does not insure 
the attracting and retaining in the Junior High School of teachers equal in 
teaching ability to those selected for Senior High School teaching." 
This standard was introduced in order to prevent the development of the 
practice of using the Junior High School as a training school for teachers in- 
tended fon Senior High School work. The returns from the Junior High Schools 
indicate that a large majority satisfy the standard at the present time, and it is 
the consensus of opinion that it is highly desirable for all schools to attempt 
to satisfy this standard. The only criticism offered relates to the revision of 
the standard so as to demand more attractive salaries in Junior High Schools 
rather than salaries equal in attractiveness to those paid in Senior High Schools. 
It has also been suggested that the Committee might well afford to put less 
emphasis upon the preparation of teachers and more emphasis upon the salaries 
paid to teachers, the suggestion being that high salaries will insure the attracting 
and retaining in Junior High Schools of teachers equal in preparation and abil- 
ity to those in the Senior High Schools. 

The standard relating to the Junior High School building and equipment 
reads : 

"The location and construction of the building, the lighting, heating, and 
ventilation of the rooms, the nature of the lavatories, corridors, closets, 
water supply, school furniture, apparatus, and methods of cleaning shall be 
such as to insure hygienic conditions for both pupils and teachers. The 
building should contain adequate laboratory, gymnasium, auditorium and 
library facilities." 

That buildings in which Junior High Schools are housed are relatively new 
is indicated by the fact that 33 of the 53 have been erected since 1910. The 
Committee hopes in the future to submit a report on the essential features of 
the newer Junior High School buildings. 

The newness of the Junior High School movement is revealed by jthe fact 
that of the 53 eligible under the official definition, only three were organized 
prior to 1914. This fact should serve to emphasize the need of much caution in 
the handling of the Junior High School problem by this Association. 

The Committee, after a careful examination of the reports from the 78 
schools asking classification as Junior High Schools, has decided to delay the 
preparation of a list of approved schools. However, there is included in this 
report the names of the 53 claiming to completely satisfy the official definition. 
This list is published under the heading, "Schools Claiming to Satisfy the Offi- 
cial Definition," and it is intended that publication shall not carry with it any 
approval by the Association. This very cautious procedure is adopted because 
of the grave danger of hindering the Junior High Schools' development by the 
adoption of an approved list before standards have been carefully studied. 

The Committee will continue its work in the direction to formulate a better 
set of standards based on the best practice and will hope through this work to 
enable the Association to give some direction to the Junior High School 
Movement. 



II 

EFFECT OF SIZE OF CLASS UPON QUALITY OF WORK IN 

HIGH SCHOOLS 

By William A. Cook, University of South Dakota (for the Committee) 

For many years the North Central Association has endeavored to guard 
against the crowding of its approved high schools, by a standard limiting the 
number of students per teacher, the computation first being based on average 
number belonging, and later on average daily attendance. Legislation on size 
of recitation section began three years ago, with the recommendation to accred- 
ited schools that "No recitation class should enroll more than thirty pupils." 
After a year of trial the sentence was changed to read: 

"The Association believes that effective work can rarely be done in 

classes of more than thirty pupils." 

17-A 



At the meeting of 1920 all mention of size of recitation section was eliminated 
from the standards for approval of schools. 

Accrediting standards of other associations and of the various states make 
very rare mention of the size of recitation section. With one exception, previ- 
ous studies of size of class have dealt with the elementary schools. In 1917-18 
Inspector Hollister of the University of Illinois, Dr. Butler of the University of 
Chicago, and Dr. Jones of Northwestern University, investigated at their 
respective institutions the college records of freshmen from the Chicago high 
schools, and freshmen from a group of other Illinois high schools, where condi- 
tions were less crowded than in Chicago. 

The present Committee has used no data based on college records, because 
it feels that its problem should be studied from the standpoint of all the stu- 
dents of a school rather than from that of only those who enter college. Sev- 
eral selective factors determine who shall enter college, and they doubtless oper- 
ate differently in city and country, in large and small schools, in those adjacent 
to and those at a distance from higher institutions. In fact, a study of all the 
graduates of a school may fail to reflect the efficiency of instruction in that 
school, since gross weakness in instruction may be obscured by a high mortal- 
ity. On the same principle that the struggle for survival produced a powerful 
physique among the American Indians, any high school can kill off enough of 
its students to make of the survivors a high type. 

The study herein reported is based upon data solicited from the entire list 
of schools accredited by the Association, omitting only private schools, schools 
of higher institutions, and some fifteen public high schools in the larger cities. 
Private schools and those connected with public higher institutions were omit- 
ted because their classes are often abnormal in size, and sometimes in other 
respects. The fifteen large city schools were omitted because of a shortage of 
forms, discovered at the last minute, and because also of the conviction that 
some of the statistics called for would be burdensome for metropolitan schools 
to furnish. However, no city of over a hundred thousand population was missed 
entirely. 

Some preliminary analysis counseled the tabulation of all data in three divi- 
sions, which we shall denominate schools of Classes I, II, and III. Schools of 
Class I are those in cities of over 100,000 population in 1910; schools of Class II 
are all others listed as enrolling over 200 students in 1917-18; schools of Class 
III are the remaining small schools and the new ones accredited in 1919. 

One type of data was gathered on slips distributed to about 20,000 teachers 
in the schools addressed. The slips called upon each teacher to state what size 
of class had proven "most efficient in his own experience." It was explained on 
the slip that teachers in answering should not consider the clerical phase of 
correcting papers and making reports, but that they should think only of the 
"actual operation of the class in recitation or laboratory, as an instructional 
agency." Space was indicated for the name of the subject or subjects on which 
the teacher might make his estimate, the year of the course in which each sub- 
ject occurred, and the "most efficient size of class." 

The returns were not spotted, geographically or otherwise. The 315 schools 
reporting represented every state in the Association's territory, and constituted 
„from about 10% up to 50% of the schools accredited in each state. Twenty- 
turned in estimates. 

Several problems arose in tabulation of the returns. It became necessary to 
disregard such terms and expressions as "about." "or more." and "or less," and 
eight schools of Class I, situated in eleven different large cities, submitted slips 
from part or all of their teachers. More or less complete returns came from 
157 schools of Class II, and 130 schools of Class III. About 5,200 teachers 
to tally the bare number given. Some did not give the year of the course. If 
the subject was begun in the junior year, they wrote "1st" instead of "3rd." 
Others used numerals running up to 8, to indicate the semester of the four-year 
course in which the subject occurred. "Jr." either meant the junior year of a 
senior high school or a four-year high school, or it meant the junior high school. 
Letters also were used with different connotations. A comparison of slips from 
different teachers in the same school and reference to the schedules (which 
some principals were so thoughtful as to send), helped to remove uncertainties. 

18-A 



Where a teacher gave distinct estimates for the first and second halves of a sub- 
ject running through the whole year, the two estimates were combined and en- 
tered as one, in order to prevent the judgment of such teacher from receiving 
disproportionate weight. Whenever a teacher entered the same number as his 
estimate for as many as three consecutive units of work in a department, the 
estimate was tallied once, as though the year had not been specified at all. In 
case the year was not given, tally was made under "Year not specified," or 
under the year in which the subject nearly always is found. 

To avoid an unending number of steps, such as 18, 18-20, 20, 20-22, 18-22, it 
was decided to group all estimates under headings which were either multiples 
of 5, or were the range from one multiple of 5 to the next such multiple above 
it. Hence the headings adopted ran 10, 10-15, 15, 15-20, 20, 20-25, etc.; 18 and 
18-20 were included in 15-20; 20-22, in 20-25. Estimates such as 18-22, or 20-30, 
stretching across a multiple of 5, were few, and could either be neglected or 
treated arbitrarily without affecting the results appreciably. 

It was also indispensable to make combinations of subjects because of the 
varied terminology of the reports. For example, Expression, Debating, Public 
Speaking and Oral English were combined under one heading; Bacteriology, 
Botany, Zoology, and Biology were brought under another. So far as possible 
the principle of combination was to group subjects of similar content and 
teaching method. 

When all estimates had been tabulated, an approximate median was calcu- 
lated for each unit or subject. From a strict, mathematical viewpoint, criticism 
may readily be made of the method used, but it was the only one possible in 
the time for the completion of the study, and gives very nearly the same results 
as the utmost refinements. To illustrate the method, the estimates' on 9th-year 
"English from schools of Class II are distributed thus: 

Size of 



class preferred. 


Number preferring it. 


10-15 


5 


15 


23 


15-20 


66 


20 


141 


20-25 


52 


25 


50 


25-30 


8 


30 


2 



347 

There are 112 estimates above 20, and 94 estimates below 20. The median, there- 
fore, lies toward the upper extreme of the "20" group, and is designated as 
"20+." 

In Table 1 are given the medians found for the different subjects and units. 
Medians based upon less than twelve estimates are followed by (?). "20) (20-25" 
indicates that the median falls directly between the two groups. Different units 
of the same subject are combined in several cases, as Mechanical Drawing, all 
years, and Trigonometry, 11th and 12th years, in order to increase the number 
of trustworthy medians. This was resorted to most freely when the estimates 
showed but little variation for different years. 

Before discussing the consensus of the estimates, we may say a word as to 
the value of these estimates by teachers. The personal equation in a narrow 
individual sense is not one to tolerate in any investigation of precision; but it is 
thought that the method of mass judgment by expert authority, as used by vari- 
ous investigators in devising handwriting scales or scales for the measurement 
of ability in composition, and as used by others in determining the minimum 
essentials of the different school subjects, is valid in the present study. Among 
the most finished practitioners of the teaching art are a large number of the 
5,200 teachers reporting. These teachers, meeting substantially a half million 
high-school students daily, . speak with an authority that must command the 
respect of this Association. 

19-A 



Question may be raised as to how seriously teachers took the inquiry of the 
Committee. From the fact that over a thousand took advantage of the sugges- 
tion that they write on the slips some explanation of their estimates, we may 
infer that many of them thought seriously. Many were very careful to draw 
distinctions between the different courses they were teaching. It was a small 
minority who wrote one preferred size of class, irrespective of the subject or 
year of the course; it was a rare teacher who stipulated the number that could 
be taught effectively in Typewriting by noting, "The only limit is the number 
of machines," or who characterized efficient instruction in chorus by saying, 
"The more, the better." 

Several of the general principles of pedagogy received fresh expression in 
the many explanations which teachers gave of their estimates. For all subjects 
taught by some form of class exercise the idea was repeatedly emphasized that 
classes must be small enough to admit frequent recitation. Daily recitation of 
every student is the ideal of many. The certainty of a daily check stimulates 
in the student a feeling of responsibility and causes more regular preparation. 
Confidence in "bluffing" is destroyed. Classes of moderate size are favored, 
because the more general participation makes the recitation a social enterprise. 
Students can not be expected to develop a co-operative attitude unless given 
the opportunity to practice co-operation. And again, teachers plead for classes 
in which it may be possible to recognize individual differences, — which is the 
very essence of teaching. 

The minimum limit to effective size of class is set, according to the opinions 
of teachers, by the necessity of enthusiasm. While there is no absolute agree- 
ment as to the size of class below which interest suffers, there is general agree- 
ment that such a limit does exist, that social consciousness, competition within 
the group, and competition between groups, are all based upon a numerical fac- 
tor. The stimulus to a youngster to do an excellent piece of work, to render 
a superior report, to display originality, initiative, or leadership, is stronger in 
the class of respectable size. And finally, the teacher himself needs a group of 
normal size to elicit his superior performance. 

For efficient work the atmosphere of a class must to a large degree be nat- 
ural and informal. A very large class necessarily involves formality, restraint, 
and mechanical procedure. It spells disaster to the personality of teaching, as 
already stated. Teachers do not know students, and students do not feel free 
with either teachers or classmates. They are reserved in those very classes 
where the greatest development depends upon the free voicing of personal senti- 
ments, and where the greatest profit comes from listening to similar expressions 
from others. In the big class only strong or courageous students venture to ask 
questions, and the teacher scarcely has time on his own initiative to locate the 
weaknesses of timid and backward students. 

The principle that close classification of students affects efficient size of 
class is mentioned by several teachers. This may mean sectioning on the basis 
of general ability, whereby, for example, strong students are assigned to Sec- 
tion 1 of English 10A, and weak ones to Section 4 of the same subject. One 
teacher declares that thirty superior students in Beginning Algebra are no heav- 
ier a class than twenty dullards. Uniform classification of students should also 
be applied to the sections in Bookkeeping, Manual Training, and Drawing. So 
long as students of different stages of advancement are simultaneously under 
the teacher's supervision, the number must be smaller than for a homogeneous 
class. 

Blackboard space for Mathematics, floor space in laboratories, and duplicate 
equipment in Natural Science and vocational subjects, are so frequently spoken 
of by teachers as setting the maximum limit to the efficient size of class, that 
the conclusion is warranted that the teaching force could care for larger num- 
bers if provided with proper material accommodations. One instructor in a 
school of less than 150 states that material conditions are reducing by about 
30% his ability to deal successfully with numbers. Every department ought to 
be equipped for classes tha+ will bring the teacher up to a full load. Interest 
on investment in equipment and apparatus is small, when compared with salaries. 

20-A 



The ease of securing discipline inclines teachers to prefer a class of mod- 
erate size. Order is less easily maintained in classes over 25, partly because 
students can not be kept so busy. If seating arrangements cause congestion, 
evil results will follow. But, on the other hand, a very small class, by reason 
merely of its informality, may give trouble. A teacher who has no problem of 
discipline in a Physics recitation enrolling 25, may have difficulty with half the 
class on laboratory days. 

TABLE 1 
Medians of Teachers' Estimates of Most Efficient Size of Class 

SUBJECT Schools of Class I Class II Class III 

English, year not specified 20 — 25 — 20+ 20 — 

English, 9th 20—25+ 20+ 20— 

English, 10th 20—25+ 20+ 20— 

English, 11th 20—25+ 20+ 15—20+ 

English, 12th 20—25+ 20+ 15—20+ 

Literature, all years 25— 20—25+ 20—25— 

English Composition, all years 15 — 20 — 20 — 15 — 20 — (?) 

Expression, all years 20 — 15+ 15+ 

Latin, 9th 20—25— 20— 15+ 

Latin, 10th 20+ 15—20+ 15— 

Latin, 11th 20+ 15—20— 15— 

Latin, 12th 20 15—20— 15— 

French, 9th 20+ 15—20+ 15+ 

French, 10th 20+ 15—20+ 15+ 

French, 11th 20+ 15—20— 15— 

French, 12th 20—25— 15—20— 15— 

Spanish, 9th 20) (20— 25 15—20 15—20— 

Spanish, 10th 20—25— 15—20 15 — 20 — 

Spanish, 11th 20—25— 15—20+ 15— 20— (?) 

Spanish, 12th 20— (?) 15— 20+(?) 15. (?) 

General Science, 9th 20+ 20+ 20— 

Biology, year not specified 20. (?) 20 — 15 — 20 — 

Biology, 9th 20— (?) 20— 15+(?) 

Biology, 10th 20) (20— 25 20— 15—20+ 

Biology, 11th and 12th.. 20+(?) 20— 15— 20— (?) 

Physics, year not specified 20— 25(?) 15—20+ 15—20+ 

Physics, 11th 20+ 20— 15—20+ 

Physics, 12th 20+ 15— 20) (20 15+ 

Physiology, all years 25+ 20+ 20— 

Physiography, 9th-llth 25+ 20+ 20—25— 

Chemistry, year not specified 20—25 — (?) 20 — 15 — 20. 

Chemistry, 11th 20.(?) 20— 15—20— 

Chemistry, 12th 20) (20— 25 15—20+ 15— 20) (20 

Mathematics, year not specified ...20— 25— (?) 20—25— 20— (?) 

Algebra, 9th 25— 20+ 20— 

Algebra, 10th 25— 20+ 20— 

Algebra, 11th and 12th 20—25— 20+ 15+ 

Plane Geometry, 9th 20. (?) 20— 15—20. (?) 

Plane Geometry, 10th 20+ 20— 15—20— 

Plane Geometry, 11th 20—25— 20— 15—20— 

Solid Geometry, 11th and 12th 20+ 15—20+ 15— 

Trigonometry, 11th and 12th 20. 20— 15 . 

Arithmetic, year not specified 25—30. (?) 20—25— 20— 

Arithmetic, 9th 25— 20—25— 20— 

Arithmetic, 10th 20)(20^25(?) 20+ 20— 

Arithmetic, 11th and 12th 20— 25— ( ?) 20—25 . 20— 

21-A 



SUBJECT Schoois of Class I 

History, year not specified 25 — 

History, 9th 25— 

History, 10th 20—25+ 

History, 11th 20— 25+ 

History, 12th 20—25+ 

Civics, 9th-10th and not specified.... 25. (?) 

Civics, 12th 25— 

Economics, all years 20 — 25) (25 

Home Economics, year not specified.. 20 — 

Home Economics, 9th 20. 

Home Economics, 10th, 11th and 12th 20 — 

Cooking, 9th 20— 

Cooking, 10th, 11th and 12th 15—20+ 

Sewing, 9th 20—25— 

Sewing, 10th, 11th and 12th 15—20+ 

Art and Design, all years 15 — 20 . 

Mechanical Drawing, all years 20+ 

Carpentry and Woodwork, all years.. 20 — 
Other shop and industrial 15 — 20+ 

Agriculture, all years 20 — ( ?) 

Teacher Training 

Psychology 20. (?) 

Bookkeeping, 9th 25 — 

Bookkeeping, 10th 25 — 

Bookkeeping, 11th 25— (?) 

Bookkeeping, 12th 25— 30(?) 

Business Law, all years 25+ 

Business English, all years 20 — 25 — 

Commercial Geography, all years 25 — 30. 

Penmanship, all years 25 — 30. 

Stenography, year not specified 20 — 25) (25 

Stenography, beginning 25 — 

Stenography, 9th 20—25— 

Stenography, 10th 20—25+ 

Stenography, 11th 20—25— 

Stenography, 12th 20— 25(?) 

Typewriting, year not specified 30 — 

Typewriting, 9th 30 — 

Typewriting, 10th 30 — 

Typewriting, 11th and 12th 30— 

Chorus, all years 55 — 60. 



Class II 


Class III 


20) (20—25 


20— 


20—25— 


20— 


20—25— 


20— 


20—25— 


20. 


20—25— 


20+ 


20—25+ 


20. 


20+ 


20+ 


20) (20—25 


20— 


15—20+ 


10—15+ 


15—20+ 


15— 


15—20— 


15) (15— 20 


15—20+ 


15—20— 


15—20+ 


15—20— 


15—20 — 


15+ 


15—20— 


10— 15) (15 


15—20. 


15+ 


15—20+ 


15+ 


15—20+ 


15— 


15— 


10) (10— 15 


15—20 — 


15+ 


15—20— 


15— 


20—25. 


20— 


20—25+ 


20— 


20) (20—25 


20— 


20) (20—25 


15—20+ 


20— 


15. 


20+ 




20+ 


20+ 


20—25— 


20+ 


25+ 


25— 


20+ 


15— 


1S_20— 


15) (15— 20 


20— 


15—20. 


20— 


15—20. 


20— 


15—20— 


20— 


15+ 


25. 


25. 


20—25+ 


25— 


25— 


25+ 


25— 


15—20+ 



40— 



30. (?) 



Two general conclusions may be drawn from Table 1. The first is that 
from the standpoint of the teachers, at least, the question under discussion is not 
a simple, but a complex one. While some teachers submit identical estimates of 
the most effective size for all their classes, the majority think that differences 
must be recognized according to years and subjects, and even according to divi- 
sions of subjects. If such a conclusion is valid, it is unwise to legislate into 
standards for accredited schools any rule as to a flat maximum size of recita- 
tion section. Such a rule will be too liberal to fit some conditions, or too nar- 
row to meet others, and will probably exhibit both faults. 

The second general and very important showing of Table 1 is that the 
larger schools are able to take care of larger classes. Taking the medians based 
on at least twelve estimates for schools of Classes I, II, and III, a decrease is 
observed in over 90% of the cases as the eye passes across the table from left 



22-A 



to right. There are ready explanations of this difference between the estimates 
for large and small schools. The more plentiful equipment of the larger school 
has been referred to above. It is also true that the larger schools have faculties 
more efficient by virtue of experience, and probably by virtue of natural ability. 
Large city high schools are entitled to the best of teachers on account of their 
salary schedules, but do not always secure them because of the inefficiency of 
their machinery for selecting superior teachers. But there can hardly be debate 
on the greater ability of large city schools to care for larger classes. 

Nevertheless, the difference in the ability of large and small schools to care 
for numbers in classes is not as great as Table 1 suggests. Teachers in small 
schools give low estimates for certain classes, because they have had no experi- 
ence with larger ones. Some of them state, "I have never had a larger class 
than ten or twelve." At the same time, teachers in large schools illustrate a 
principle of psychology, which is of very wide application: they have become 
so accustomed to contend with numbers that they tend to accept as satisfactory 
a situation which is tolerable only because so long borne. It is also apparent 
that in making their estimates teachers of large schools stretched their con- 
sciences to the limit. They realize better than the teacher in the small school 
the gravity of the administration problem that has come with the phenomenal 
growth of high-school attendance. They show this by writing, "A maximum of 
25," or by answering "25 or less." Teachers in small schools forgot numbers 
and answered the question from an ideal point of view. Because of these con- 
siderations, the Committee feels that the difference of approximately five be- 
tween the estimates of the large and small schools should be slightly reduced. 

Turning to the data by departments and subjects, as revealed by Table 1, 
we discover marked differences. In spite of variations in method and material, 
the differences in estimates for the various years of English are very small. For 
schools of Class I teachers believe that recitation sections should fall between 
22 and 24; for Class II, between 20 and 22; for Class III, between 17 and 21. 
The limiting factors in the ninth year are (1) the necessity of extended drill on 
mechanical matters of grammar, sentence arrangement, spelling, and oral read- 
ing; (2) the need of time for criticism of oral and written work; (3) the extreme 
sensitiveness of freshmen to thorough-going criticism before a large class, and 
(4) the unevenness in the advancement of the students. The last point applies 
strongly to schools in towns of under 5,000, which number among their students 
a large per cent of rural tuitioners. In the upper years of the English the use 
of the topical recitation, and the longer oral and written themes, keep down the 
number that may participate in the limited class period. The desirability of a 
free reaction on vital questions affecting personal ideals and standards, as such 
questions arise in the study of literature, prompts teachers to ask for a class of 
such size as shall call out varied opinions but not quench frankness. A class in 
English Composition should evidently be from five to seven less than a class in 
Literature. Classes in Expression should be still smaller than those for ordinary 
composition. Unless separate sections are provided for these distinct phases of 
English, the wise differentiation can not be made in size of class. The solution 
in any case is one to worry the maker of schedules. 

Latin, French, and Spanish are uniform enough in their organization and 
method, so that they show little difference from the ninth to the twelfth year. 
It is true that many schools seek a different goal in modern than in classical 
language. In Spanish and French the direct method necessitates much practice 
by individuals, and results in smaller estimates than for English. Drill on pro- 
nunciation is mentioned as especially desirable in beginning French. But the 
Latin makes equal demands on time for grammatical drill and rehearsing para- 
digms. Much of the drill in elementary language is done in unison by experi- 
enced teachers. The advanced work in this field presents much the same prob- 
lem as English. Recitations are longer, individual views and expressions are 
valuable in the study of the literature. However, the courses are elective, and 
should be filled by a group that averages above normal. For schools of Class I 
foreign-language sections should probably fall between 19 and 23; for Class II, 
between 17 and 20; and for Class III, between 14 and 18. 

The social studies are estimated close together for the different years, but 
admit classes about five larger than in foreign language and three larger than 
in English. Topical recitations are at a premium in this field. Special reports 

23-A 



on outside readings are more important than in any other department. Fore- 
most values of social study, such as training in tolerance and the use of the 
practical judgment, can issue only from a liberal expression of personal views 
and the introduction of a wealth of details. This bespeaks a fine balancing of 
numbers — classes large enough to furnish a good fund of opinion, and small 
enough to permit its expression. 

According to Table 1, the size of classes in Natural Science should vary 
widely, falling in some cases as low as for foreign language, and in others rising 
as high as for the Social Sciences. This may be explained by the fact that some 
sciences, such as Physiology and Physical Geography, are given high estimates 
because they are usually not on a laboratory basis. Biology, Physics, Chemis- 
try, and General Science are nearly everywhere laboratory sciences; hence the 
estimates for them are reduced. A fairly large number of teachers make dis- 
tinct estimates for laboratory and recitation in these sciences, the section for 
laboratory usually being desired from 20% to 40% smaller than the recitation 
section. If the laboratory section is not smaller, a laboratory assistant is to be 
inferred. The lecture and demonstration method is not employed at all com- 
monly. In the rare cases in which it is followed, larger sizes of section are 
admitted. Psychology is doubtless treated as Natural Science was thirty years 
ago, — as a "book" study. No laboratory exercises are mentioned for it, and the 
class estimates are as high as in Social Science. The laboratory phase of in- 
struction finds a narrow but extreme exemplification in yet another department, 
— in the class in stock judging, for which less than ten is a favored number. 
Observation and practice in teacher-training also demand a very limited class. 

Mathematics displays the same tendencies as Natural Science, i. e., the dif- 
ferent units raise different problems in teaching and hence merit different sizes 
of class. Of distinctly secondary Mathematics, Beginning Algebra takes the 
largest classes, because, great as are its difficulties, the principles to be taught 
are not numerous. What the class does require is abundant drill, and this to a 
great extent can be given by uniform board work, with the class not working 
on more than two problems at a time. The effect of a class of less than 15 is 
a lag in interest and in competition. Classes for Arithmetic are estimated by 
the teachers to be capable of being made fully as large as in Beginning Algebra. 
Here again much of the class work can be conducted in common. Estimates on 
Advanced Algebra run about three less to the class on the whole. In this work 
the problems are becoming longer, and a number of them are really theorems. 
Plane Geometry shows lower estimates than Beginning Algebra in schools of 
all classes. The demonstrations of Geometry are longer than the problems of 
Algebra, and the originals consume much time. For Solid Geometry and Trigo- 
nometry there is yet another definite drop in the figures. 

What has been said of the effect of the laboratory method in reducing 
classes, applies with equal force to Home Economics, Agriculture, manual and 
industrial subjects, and the different divisions of Art and Drawing. The esti- 
mates for all these average about five less than for academic subjects. The 
projects upon which students of a class are at work differ in nearly all advanced 
courses in Sewing, Art, and shop subjects. Students must await the teacher's 
approval before proceeding, or they risk ruining valuable goods or spoiling a 
drawing. Instruction in Art and its application to Millinery must be individual- 
ized. Science teachers pay little heed to the arrangement of a student's private 
drawer, and to whether test tubes are kept clean. But instructors in the kitchen 
regard arrangement and cleanliness as basic, and make constant inspections 
accordingly. In the shop the use and the care of tools must be added to the 
securing of good results in the project itself. 

The commercial branches are generally reported as presenting the most 
favorable openings for large classes. Business English may be treated much 
like other English; Commercial Geography and Business Law are about on a 
par with Social Science, which we have seen to admit larger classes than any 
other academic department. Yet several teachers of Commercial Law disagree 
with their colleagues, and insist upon classes of 10-15, in order that discussion 
may clear up doubtful principles. Bookkeeping classes are rated at least as 
large as those in any of the academic departments, and Typewriting classes are 
larger still. Stenography classes are the smallest in this department. A right 
start and extended, closely supervised practice are fundamental. One teacher 

24-A 



compares learning stenography with learning a foreign language, but estimates 
for it do not run quite as low as for foreign language. 

Such an administrative decision as the provision of double periods affects 
the size of the efficient class. Double periods are generally recognized as indis- 
pensable in Natural Science and Cooking; but in Sewing, and Textiles, in Book- 
keeping, in Drawing, and even in manual subjects, many teachers must still 
contend with single periods. The estimates show a very great difference be- 
tween Class I and Class III in Bookkeeping. One explanation is that the stu- 
dent generally spends two periods under the teacher's immediate supervision in 
the larger schools. In the smaller schools, outside preparation develops many 
difficulties, which overwhelm the teacher of a large class with but a single period 
upon which to rely. 

Data on Music and Physical Training is rather fragmentary. Leaders of 
Chorus work, especially in schools of Class I, prefer large groups, larger than 
for any of the purposes hitherto discussed. For orchestra about 30 are pre- 
ferred; for glee club, 20-24. Classes in the history and appreciation of music 
may be approximately the same size as those in such an academic subject as 
History or Literature. Theory and Harmony are best given with smaller num- 
bers of 20 and 15, respectively. 

Considering the limited facilities of many schools for Physical Training, 
floor space is in practice often a deciding factor in size of class. Estimates are 
usually larger for advanced than for beginning classes, with respect both to 
general physical training and a special branch, such as swimming. For dancing, 
swimming, and tumbling, classes smaller by a half are desired than for the gen- 
eral exercises. The games taught are of such a kind that 25 constitutes a very 
satisfactory class. 

Returning again to the general features of the data, of nearly 2,500 estimates 
for all subjects in schools of Class I we find over two-thirds falling from 20 to 
25, inclusive. A few more fall below 20 than above 25, but 20-25 may be taken 
as the strongly marked central tendency of all estimates for Class I. The 
"super-teacher," as some have been wont to term him, may be among those who 
prefer 30 or more in their classes, but he either is highly unusual, or has never 
discovered his own superlative characteristic. It may be admitted that some can 
teach 40 better than others can teach 20; we may concede even that some can 
teach 50 better than others can teach one. That does not alter the fact that the 
great body of teachers regard their efficiency as decreased in a class of over 
25 or under 20. 

What are the conditions in schools of Class I on this point? All schools 
were asked to report section by section the grades assigned in their classes for 
some regular grading period of the present year. Some gave grades for the first 
semester, so their figures make the most favorable showing possible with regard 
to size of class for the half year. In ten high schools, representing seven large 
cities, the average size of academic section is slightly under 24, which is only 
one or two above the average advised by teachers. The major evil lies in 
crowding over a half of the academic registration into classes that run over 25, 
and hence lie above the limit of maximum efficiency. Some schools are very 
successful in equalizing sections, but it may be at a price paid elsewhere along 
the line. Others show an utter failure to equalize. Unwillingness of principals 
or students to have transfers made to other less crowded schools is a great 
hindrance. The problem of transfer should be forcibly dealt with by the super- 
intendent, or by an assistant superintendent of secondary education for the city. 

Of over 7,000 estimates by teachers from schools of Class II, approximately 
60% fall within the limits of 15-20, inclusive, and 85% within the limits of 15-25, 
inclusive. The median estimate is 18 or 19. Reports from a sample list of 15 
schools of Class II show academic sections averaging 21. Sixty-eight per cent 
of the registration is in sections enrolling over 20, and 28% in sections enrolling 
over 25. The average academic section in this class of schools should be reduced 
by two or three to conform to teacher judgment, and increased attention should 
be given to equalization. 

Over 60% of some 3,000 estimates from Class III drop in the interval 15-20, 
inclusive. The others are about equally divided as below 15 and above 20. The 
median estimate is 17-18. A check of academic sections for 25 schools selected 
at random from Class III gives 18 as the average size of academic section. Fifty 

25-A 



per cent of the academic registration is in classes over 20, and 20% in classes 
over 25. The average size of section does not need to be reduced, but it is 
probable that some very small sections should be discontinued or alternated, 
that the teaching force thus freed may be utilized to keep classes to an absolute 
maximum of 25. 

The Committee desired to study the general question assigned it by com- 
paring the per cent of high grades and of low grades in large, small, and me- 
dium recitation sections. After an investigation of the distribution of grades in 
ten large high schools, it is of the opinion that such mass statistics are too com- 
plex to be of value. Select bodies of students in small elective classes present 
one complication, by skewing the distribution curve. In the second place, grave 
doubt may be expressed as to the constancy of the teacher's grading standards 
in large and small classes. Teachers very infrequently refer to their own grad- 
ing distribution in discussing their estimate as to most effective size of class. 
It is very questionable whether a teacher's grade reflects his measure of what 
the student accomplishes in absolute terms. It rather indicates how nearly the 
student is presumed to have realized his possibilities under existing conditions. 
Students in large classes receive "the benefit of the doubt." To make any study 
of grades still less significant, a number of principals are establishing radically 
different sizes of class in different departments. 

The Committee, by way of final word, believes that the way to light lies in 
continued study of the conclusions of teachers and principals who have this 
problem to meet constantly. The scope of the investigation might well be 
broadened to include the use of standard tests in sections of different size. It 
is believed that if legislation for accrediting standards is desired, the solution 
will ultimately take some such form as follows: (1) the division of approved 
schools into perhaps three classes, on the basis of size of city, experience of 
teaching force in secondary work, tenure of faculty in present position, or other 
criterion related to ability to handle effectively large classes; and (2) the setting 
for each class of schools of a different standard. The general form of the regu- 
lation might be thus: 

1. In public high schools in cities of over 50,000, the median size of all 
recitation and laboratory sections shall not exceed 23, and not over 5% of all 
sections may exceed 28. 

2. In all public high schools in cities of 5,000-50,000, the median size of all 
sections shall not exceed 21, and not over 5% of all sections may exceed 26. 

3. In all other approved schools, the median size of section shall not ex- 
ceed 19, and not over 5% of all sections may exceed 24. 

4. Decision as to which sections may run over size is referred to the prin- 
cipal, who understands the limitations of equipment and teachers in his own 
school, and can harmonize these with the general principles governing the 
efficient size of class. 



Ill 

TRAINING FOR CITIZENSHIP IN THE NORTH CENTRAL 
ASSOCIATION SECONDARY SCHOOLS ■ 

By Calvin O. Davis, University of Michigan, (for the Committee). 

Within the last two years, as never before, there has echoed and reechoed 
across our country a demand for full-blooded Americanism everywhere. The 
nation has, within that time, been newly impressed with Lincoln's famous dictum 
that "a house divided against itself cannot stand." It has accepted without reser- 
vation the Biblical precept that he who is not for our state is against it, and has 
set itself the task not alone of rooting out existing forms of anarchy and hy- 
phenism, but of protecting itself in the future against the unchallenged develop- 
ment of anti-American-doctrine and of divided national allegiances. 

To accomplish this job governmental machinery of improved patterns has 
lately been set in motion and corrective social agencies of many types have re- 
cently been established. Among the latter organizations are the various societies 
interested in the so-called Americanization movement. Their primary aim is 
to indoctrinate adult residents of foreign birth with the principles of democracy 

26-A 



as these are set forth in the American Declaration of Independence and in the 
Constitution of the United States, and to habituate them to the national customs, 
the social forms, and the personal practices which have become the very founda- 
tions of our national life and character. 

The instigating purpose of this movement is laudable indeed, and the work 
which is being done by the several societies is both extensive and admirable. 
But their activities do not grapple with the entire problem. Foreign-born resi- 
dents are not the only ones who seriously need to be quickened with the true 
spirit of America and of Americanism. Altogether too many native-born citizens 
of our republic are lacking in a full appreciation of the privileges and benefits 
which they have inherited and which they today enjoy, and are remiss in the 
exercise of the duties and obligations which society in general rightfully expects 
from them. 

Neither is the problem likely to be solved nor the desired goals reached if atten- 
tion is directed solely, or chiefly, to the adult members of our body politic. To 
nationalize individuals takes time. Education must be begun in the early days of 
life. "Just as the twig is bent the tree's inclined." Or, to combine the wisdom of 
Solomon with that of Pope : "Train up a child in the way he should go and when 
he is old -he will not depart from it." It is the child and the youth who most of all 
need to be Americanized. If the on-coming generation of boys and girls can be 
imbued with right ideals and ideas and habits respecting the obligations of citizenship, 
the future of our nation is assured. If the on-coming generation of boys and girls 
be unguided in their thoughts, attitudes, and conduct regarding governmental prin- 
ciples and social relationships, confusion in the adjustment of individuals is likely 
to be heaped on confusion. The resulting effects on out national stability will, to 
say the least, tend to become uncertain and, in all probability, subversive of our 
cherished principles and forms of democracy. It, therefore, behooves the friends 
of America to look well to the civic and social training of our youth of today — the 
men and women voters and actors of tomorrow. 

While the public schools can not rightfully be charged with the entire responsi- 
bility of handling the problem suggested, nevertheless, being the specialized agencies 
which society has established for instructing and training youths to take their places 
effectively in the active affairs of the world, perhaps the largest share of the duty 
does devolve upon them. Nor are schoolmen indifferent to the task. Even since 
schools, publicly supported and controlled, have existed in our land, training for 
citizenship has been one of their conspicuous aims. Indeed, a tax-supported school 
system could perhaps be justified on no other grounds. The state assumes the direc- 
tion and defrays the expense of schools because the results of their work tend to 
the advantage of the state. 

Nor has practice looking to the development of qualities of good citizenship among 
youths in the public schools been wanting. For many years every teacher and admin- 
istrative officer in the system has, doubtless, both consciously and unconsciously, been 
teaching citizenship. And the work has not been ineffective. While it may be that 
much of the social restlessness which is discoverable in America today may be charged 
to the theory of universal education, nevertheless such restlessness is not wholly 
disquieting. Progress is change, and change is inspired by restlessness. Though it 
may be confessed in sorrow that disrespect for established authority is too common a 
trait of schoolboys and schoolgirls in America today, that a superficiality of knowledge 
and a lack of persistency and accuracy in thought and action are too characteristic 
even of the graduates of our schools, and that a spirit of selfishness, not to say of 
indifference and laziness, distinguishes altogether too large a proportion of the young 
people of the land whenever there is hard work to be done and personal sacrifices 
to be made, nevertheless there is much to be charged to the other side of the ledger. 
The records of our young men in the late war, the activities of our young women in 
civilian work related to the war, the attitude of both the sexes towards the question 
of woman suffrage, the abolition of the saloon, and the suppression of the radical red 
agitations throughout the land, — all these undertakings (and many others) are evi- 
dences of a popular civic interest and civic responsiveness that are gratifying. For 
this active expression of public spirit much credit surely must be given to the public 
schools as they have operated during the last generation. 

In order to discover, as fully as possible, precisely what practices are being carried 
on in the secondary schools of the land with the direct intent of developing qualities 

27-A 



of citizenship among the students enrolled in those schools, the North Central Asso- 
ciation, through its Commission on Secondary Schools, made this topic the subject of 
their special investigation this year. A questionnaire was sent to each secondary 
school accredited by that association. It was accompanied by a Note to Principals 
stating the purpose of the study, defining the plan of procedure, and calling for hearty 
co-operation on their part. 

The questionnaire laid down the thesis that: "Good citizenship consists of being 
able and desirous of playing one's full part in the co-operative activities of one's 
community, state, and nation. It results from (1) altruistic emotions (interests and 
desires), (2) correct mental notions (knowledge and ideals), and (3) trained habits 
of response (spontaneous and studied actions)." 

The questionnaire then proceeded to educe data showing the current practices 
in the high schools in respect to each of these three aspects of training, and also 
asked, under a fourth caption, for the expression of personal judgments concerning 
the wisdom of certain suggested practices. The four main categories of the study 
were, therefore, as follows : 

A. Provisions for arousing desirable sentiments of citizenship. 

B. Provisions for furnishing information relating to the privileges and duties 
of citizenship. 

C. Provisions for securing from pupils active participation in affairs that tend 
to develop habits of spontaneous, and also studied, responses that make for good 
citizenship. 

D. Expressions of the personal views of principals regarding certain specific 
policies. 

In so far as possible, all questions were put in a form calling for the categorical 
answer, "Yes" or "No." A few questions were not of this type but called for positive 
statements of practice couched in concrete terms. Some of these latter questions 
were employed in order to serve as a check on the replies to the more general queries, 
and some were used because no other way of getting assured information seemed 
feasible. An illustration of the latter type of question is the following: "In what 
specific way does your school seek to give pupils a sympathetic understanding, 
and a desire for fair dealing, concerning problems of labor and capital?" 

Questionnaires were returned from 1180 schools, distributed over the 18 states 
comprised within the North Central Association territory. Few school officials made 
replies to every question asked, and many were inconsistent in the answers given. 
Thus, for example, more than one principal declared that his school offered no work 
in elementary sociology or elementary economics and then, in a space or so below, 
stated that the classes in these subjects met five times per week. 

Nevertheless, despite these inconsistencies, the responses as a whole give evidence 
of thoughtful interest and painstaking effort. They surely are complete and accurate 
enough to give an indication of what the common school practices are. One cannot 
help feeling, however, that where slovenly, inaccurate replies were made, and where, 
instead of giving the data requested, space was taken to condemn the entire question- 
naire and the aims of the Association, — one cannot help feel that, when such conditions 
are evidenced, the school authorities are missing the spirit of the age and in their 
egotism and slothfulness are injuring their own interests more than those of others. 

The table hereto attached gives the summaries of the replies made to the several 
queries asked: 

A. PROVISIONS FOR EXCITING SENTIMENTS OF CITIZENSHIP: 

1. Assembly Talks. Of the 1180 schools reporting, 1164 claim to have Assembly 
Talks in which effort is made to stimulate in pupils sentiments and interests of citizen- 
ship. Only 33 of these schools hold such meetings daily, although 155 others provide 
for them two or three times per week. The most common practice apparently is to 
hold assembly periods regularly once per week, 520 schools reporting that such is their 
custom. On the other hand, 427 schools make use of this agency only at irregular 
intervals, or at periods considerably less frequent than weekly. 

Most of the schools (1053) are in the habit of securing as speakers at the assembly 
meetings prominent local citizens and notable out-of-town visitors. Among the local 
citizens mentioned most frequently are ministers, public officials, and successful busi- 
nessmen who are know for their public spirit and for qualities of good citizenship. 

28-A 



In 71 schools the pupils themselves are encouraged to deliver speeches and talks, while 
in only 363 schools are the classroom teachers expected to contribute to the exercises. 
The superintendents and principals in 408 schools constitute the chief force for 
carrying on the work. 

While this report rightfully must concern itself chiefly with facts and their 
obvious interpretations, and not with personal opinions, the query persistently arises : 
"Why, in a matter so important as citizenship, are the assembly periods, as agencies 
for arousing right sentiments, so infrequently employed, and why are the services of 
the pupils, teachers, and administrative officers so rarely employed in presenting the 
theme? 

2. Music. As in the case of assembly talks, so music of a stirring and patriotic 
kind is employed by most schools to inculcate sentiments of citizenship. In 131 
instances it is provided daily or at the regular assembly periods ; in 654 schools it is 
furnished at least once per week, and in 239 cases it constitutes a part of special day 
exercises or is a feature occasionally provided. 

3. Oral Readings. Seven hundred sixty-eight schools are accustomed to have 
oral reading given by pupils and teachers, such readings being designed to fire the 
emotions with civic zeal. Two hundred ten schools have nothing of the kind. 

4. Prescribed Class Readings. Prescribed class readings of an inspirational 
character are found in 869 schools, while 175 schools openly declare they make use of 
ho such material. Whether these last figures are indicative of indifference to the 
value of inspirational literature as an agency for developing civic ideals, or whether 
the figures illustrate again merely the carelessness of individuals filling in the blanks, 
there is no way of determining. It seems almost incredulous that 175 schools of 
North Central Association rank should deliberately neglect to make use of material 
so generally recognized as valuable for character training. 

5. Dramatisation. Only 398 schools profess to make any use of dramatization as 
a means of portraying civic duties and ways of meeting them, while 614 schools 
frankly acknowledge that such undertakings have no part in their systems. If the 
dramatic instinct in adolescent youths is as strong as psychologists declare, and if 
dramatization of wholesome events, scenes, and ideals is as beneficial as many exper- 
ienced educators claim, some authority should exert its influence to secure more 
general adoption of this agency as a means of civic training in our schools. 

6. Pageantry. It may be somewhat surprising to know that 352 out of 1026 
schools reporting do make use of pageantry as an agency for developing ideals and 
sentiments of citizenship. Although allied to the drama, this kind of human repre- 
sentation seems to be regarded as possessing values not found in the former type of 
theatricals. Surely the use of pageantry on the fairly extensive scale indicated is a 
relatively new feature in the schools, as only rarely has the subject been mentioned 
in previous reports. 

7. Moving pictures depicting civic interests and individual responses thereto are 
provided in 290 schools, while 710 schools make no use of this potential educational 
agency. 

8. Stereopticons, on the other hand, seem to be more generally employed, 438 
schools reporting them in use, while 541 report they are not found in their schools. 

9. Literature. The full wording of this topic in the questionnaire was : "Is lit- 
erature in your school so taught as to give pupils an enthusiasm for things that are 
more excellent? — Name three specific ways this is done." 

Of the schools replying, 1030 declare that the subject is so taught, while 38 boldly, 
and seemingly without chagrin, express themselves in the negative. More than 100 
schools sending in the report refused or neglected to write the little word "yes" or 
"no" in answer to this question. This number is, however, approximately the number 
of drones that have manifested their presence about each of the other questions 
asked, and hence probably should excite no special concern. It is, however, pertinent 
to remind such delinquents that standard No. 8 of the Association reads : "No school 
shall be considered unless the regular annual blank furnished for the purpose shall 
have been properly and completely filled out and placed on file with the inspector." 
Furthermore, by vote of the Association, the blank calling for data for the annual 
special study has been duly authorized and made a part of the regular procedure of 
the Association. 

29-A 



The specific ways by which literature is taught in order to attain the ends sought 
are varied, and the modes of stating on the report how the work is carried on are 
still more varied. Few schools mentioned three ways which were employed by them 
in conducting the work; many — even of those which claimed to be putting forth the 
endeavor — failed to mention one. Moreover, the replies given range from such 
phrases as : "oral training," "vitalizing ideals," "contrasting good and bad," "essays 
on politics," "refinement of tastes," "good teachers," to expressions like "selections of 
patriotic classics," "biography," "inspirational teaching," "class discusssions," and 
"memorization work." 

Obviously, it was impossible to classify the replies with any degree of simplicity 
and at the same time positive accuracy. Eliminating many answers from consideration 
entirely, and using rather free power of interpretation, the following practices were 
recorded: By means of careful selection of subject matter to be read in the classes, 
599; by means of memorization work, 75; by means of the dramatic appeal, 179; by 
means of the interpretative power of teachers, 586; and by means of class discussions 
and debates, 213. 

10. Excursions. The entire question as printed under this caption read : "Do 
teachers in your school conduct classes to places and institutions which reveal condi- 
tions that stir in pupils desires to render social service? — Name three types of visits 
thus made." 

Only 495 schools seem to be in the habit of undertaking this type of school ex- 
cursion ; 538 state positively they do not do so ; and approximately 150 ignored the 
query. As in the replies to question No. 9, it is not possible to classify all answers 
under a few simple headings and be sure they are truly connotative. Nevertheless, 
with due allowances for misinterpretation of intent, the types of visits may be given 
thus: (a) to civic councils and offices, 166; (b) to state institutions (legislatures, army 
camps, state fairs, etc.), 73; (c) to courts and penal institutions, 185; (d) to charitable 
institutions (hospitals, homes for the blind, deaf, and feeble-minded, poor farms, 
insane asylums, etc.), 100; (e) to social settlements (poor districts, alien districts, 
etc.), 77; (f) to religious and educational institutions (church services, memorial 
exercises, art museums, universities, rural schools, chautauquas, libraries, etc.), 33; 
(g) to local voluuntary organizations and undertakings (charity associations, women's 
clubs, chambers of commerce, Rotary club meetings, patriotic speeches, parades, etc.), 
54; (h) to industrial and commercial places (manufacturing plants, mines, farms, 
stock-yards, banks, etc.), 211. 

B. PROVISIONS FOR PROVIDING INFORMATION RESPECTING 

CITZENSHIP 

The second main division of the questionnaire was concerned with the modes of 
furnishing information relating to the privileges and duties of citzenship. 

1. Civics. Of the 1180 schools sending in reports, 1148 have courses in civics 
in the high school. In 989 of these schools the course is wholly separate and distinct 
from the courses in history, while 144 schools stated it is a part of a course with 
history. The subject is, for the most part, a senior o^cring, 886 schools providing 
for it in that grade. In 339 schools, however, juniors are admitted to the course, 
and in 160 schools the course is distinctively one for 9th grade pupils. Only 76 schools 
offer the work in the 10th grade, and where this is done the course seems to be the 
same as the 9th grade course but is open to both 9th and 10th grade pupils. 

In 890 schools the civics course is one half year in length, in 43 schools it is less 
than half a year, and in 185 schools it is aLotted an entire year's time; A further 
question sought to bring out the practice regarding the administration of the several 
courses. Replies were so confusing that no attempt was made to compile them. In 
general, the questionnaire disclosed the fact that the course offered in the 11th and 
12th grades is prescribed for all who expect to be graduated. In several instances the 
courses are prescribed for students in particular curricula, as, for example, in the 
commercial or in the manual training curriculum. 

The replies received gave a rather surprising unanimity of practice in the use of 
text-books. Except in a few states in which "official leaflets" are provided, and except 
in a goodly number of schools in which no definite printed material is used, the texts 
are (almost without other exceptions) confined to the ones enumerated in the table. 

30-A 



Almost without exception, too, the courses in civics meet five times per week. 

Below the high school, civics is taught in 871 of the schools reporting, whereas 
in 112 districts no such course is offered. The text-books used in these elementary 
school courses are less uniform than in the high schools, although, as the table reveals, 
a certain few predominate. 

2. Elementary Sociology. This subject is found in 298 schools while 770 schools 
acknowledge they do not offer such work. In 230 schools the course is separate from 
courses in civics and in 238 schools separate from courses in history. In 186 schools 
the work is offered in the 12th grade, in 119 it is open to pupils of the 11th grade, and 
in 39 it is open to 9th or 10th grade pupils. In 218 schools, classes meet five times 
per week. 

While apparently much of the work in elementary sociology is carried on by 
means of miscellaneous printed material furnished by the teacher, and while several 
schools employ text-books of various kinds, four books in particular take prominent 
places in the list. These are mentioned in the table. 

3. Elementary Economics. Work in elementary economics is reported as fol- 
lows : 696 schools offer the subject; 406 do not; 662 present it in a course separate 
from courses in history; 609 in courses separate from civics; and 511 in courses 
separate from elementary sociology. In 622 schools, the classes meet five periods 
per week. 

As in the case of most of the courses in civics and sociology, the work in econ- 
omics is offered in the 11th or 12th grades, although 52 list the course as a 9th or 10th 
grade subject. On the other hand, 497 list it as a 12th grade subject and 322 as an 
11th grade subject. Regarding text-books used, only five are mentioned more than a 
very few times, these five being listed in the table. 

4. Current Events. One thousand and eight schools report having a course 
dealing with current events, though 121 schools do not have such a course. For the 
most part, the work' is connected with the courses in history, civics, sociology, and 
economics (911 schools so reporting) and with work in English (518 schools so. re- 
porting), although 176 schools claim to provide an absolutely separate and distinct 
course for the study. In 592 schools the weekly time allotment for the subject is 
from 40 to 50 minutes ; in 150 schools it is less than this amount of time, and in 121 
schools it is more than this amount. The work seems to be prescribed for some 
group or groups of pupils in every school, 278 mentioning those taking specified 
history and civics courses, 136 those taking certain courses in English, and 618 those 
of other groups, as, for example, those in the commercial curriculum, the Normal 
training curriculum, or 9th grade pupils. 

Whenever specific sources of information are given for the current events work 
six well-known magazines lead the list. These are the Literary Digest, The Inde- 
pendent, The Current Events Magazine, The Outlook, Review of Reviews, and The 
World's Work. Four hundred twenty-eight schools mentioned "newspapers" (un- 
specified) and 531 schools had their materials recorded merely as "magazines." 

5. Morals, Manners, and Life Problems. One hundred twelve schools claim to 
have a definite course of this type offered in their program of studies. What the 
character of such courses is or what the mode of conducting them may be, the data 
in no wise reveal. 

6. Occupations. One hundred ninety-five schools claim to offer a course styled 
"Occupations" or some similar title. No further information regarding the work is, 
however, indicated in the reports. 

7. History. It is a well-known fact that courses in history are offered in every 
public secondary school. The query in the questionnaire was, therefore, directed to 
discover whether those history courses are (to quote from the questionnaire itself) 
"taught not alone to reveal facts but to make every boy and girl believe and under- 
stand the worth of being free." The blank also called for "three specific ways this 
is done." 

Of the schools replying, 1057 claimed that history is taught with the end in view 
of making pupils feel the worth of being free. How this task is accomplished is not 
so easy to state. The replies included such answers as : "Comparisons," "Character 

31-A 



study," "Illustrations," "Note-books," "Ideals," "Classes," "Slavery," "Bulletin board," 
"Class spirit," "Talks," "Current events," "Special reports," etc. By the process of 
free interpretation, these replies were subsumed under the following general captions : 
Stressing American ideals, 639; Stressing development of Free Institutions, 446; 
Treating Current Social Problems, 403; Stressing the Responsibilities of Citizenship, 
155. 

8. Biography. Of the 1180 schools reporting, 1012 answered "yes" to the fol- 
lowing question : "Are the lives of great men and women studied in your school with 
particular reference to revealing the personal qualities of character which constitute 
true Americanism, e. g., Love of freedom, courage, honor, justice, loyalty, human 
equality, integrity, force?" Of these, 657 declared the work is carried on in connection 
with the history and English courses, while 461 state that the study is made in an 
independent course or as parts of special school programs. 

9. Problems of Labor and Capital. To the query, "In what ways does your 
school seek to give pupils a sympathetic understanding, and a desire for fair dealing, 
concerning problems of labor and capital?", the following replies (after being edited) 
were obtained: Through assembly talks, 161; through debates and discussions, 330; 
through the agency of regular class work, 526; through selected readings and current 
events reports, 176. 

10. Wholesome Use of Leisure. To the query, "In what ways does your school 
seek to impress on pupils the need of utilizing leisure time in a wholesome way?", 
replies that ran the whole gamut of possibilities were given. The following are illus- 
trative: "Care of school property," "Order in public places," "School discipline," 
"Democratic dress," "Practice in leadership," "Community singing," "Clubs," "Ath- 
letics," "Campaign against smoking," "Record marks," "Social responsibilities," "Ex- 
amples," "Self-government," "Discussions," "Supervised recreation," "Use of Library," 
"School moving pictures," "Talks," etc. Condensed into the most commonly suggested 
categories the replies are: (a) Athletics, 159; (b) Lectures and talks, 301; (c) Sug- 
gested readings, 188; (d) Supervision of student affairs, 173; (e) Student clubs and 
societies, 194. 

11. Books Read by Pupils. To the question asking for a list of five books which 
are most extensively read by high school pupils and which aim specially to present 
lessons in citizenship, almost enough different books were mentioned to fill a moderate 
sized library. When, however, those are excluded from consideration which, in each 
state, were mentioned only once or twice or thrice, the entire number dwindles to 15. 
Hale's The Man Without a Country leads all other books in popularity, being men- 
tioned 125 times, although Riis's two books, Making an American and How the Other 
Half Lives, together outnumbered Hale's by 14. Biographies and works of Roose- 
velt, Franklin, and Lincoln, and the writing of Steiner, Antin, Jane Addams, and 
Booker T. Washington likewise were mentioned quite frequently. 

12. Magazines Read by Pupils. Sixteen magazines commonly read by pupils 
were mentioned in excess of 30 times, and no other magazine than those included in 
the table was listed that number of times. Since each school was requested to 
enumerate the five most extensively used periodicals of this sort, the unanimity of 
reading interests shown by pupils is remarkable. Likewise the type of reading indi- 
cated is gratifying. Not one "yellow" magazine is found in the group, but, on the 
other hand, there are several that might be classed as "ultra blue." In the lists 
given, the Literary Digest is conspicuous by the long lead it has over others, being 
mentioned 841 times in a possible total of 1180. The Independent and The Outlook 
are close to the five hundred mark ; World's Work and Review of Reviews are in the 
three hundred class; Current Events and The American hover about the node of one 
hundred fifty; and the others bring up the field. 

C. PROVISIONS FOR HABIT FORMATION 

A third division of the study — Division C — concerned itself with the agencies 
which are employed in the schools in order to give pupils active participation in affairs 
that tend to develop habits of spontaneous, as well as studied, responses that make for 

32-A 



good citizenship. The following summarizing table indicates the scope of the inquiry 
and the character of the replies : 



Type of Agency 

1. Jr. Red Cross Societies 

2. Jr. Good Citizenship League. 

3. Boy Scout Organization 

4. Girl Scout Organization 

5. Thrift Clubs 

6. School Paper 

7. Military Training 

8. Debating Clubs 

9. Mock Elections 

10. Student Self-government .... 

11. Community Centers 



No. Schools 


No. 


Schools 


Nc 


i. Schools 


Having 


Not 


: Having 


Not 


; Replying 


880 




172 




128 


76 




658 




446 


651 




305 




224 


522 




387 




271 


421 




458 




301 


666 




360 




154 


208 




720 




252 


863 




194 




123 


568 




379 




233 


306 




550 




324 


373 




398 




309 



This is a fair array of agencies for affording opportunities to pupils to acquire 
habits of good citizenship through the only known way to acquire them, namely, by 
practicing the qualities of good citizenship. No doubt, the list could wisely be extended 
in many schools. 

A detailed analysis of the larger table shows that among the schools which, pro- 
vide military training, 83 prescribe it for all boys, 107 make it optional or elective, 
and 18 ignore the question. 

Similarly, in the portions of the table relating to student self-government, 148 
schools state that they publicly advertise the fact, whereas 393 schools declare they 
do not do so. Since only 306 schools claim to have student self-government agencies 
at all, there is obviously some misstatement of fact or misinterpretation of facts 
connected with this topic. It is observed, too, that 242 schools claim to have formal 
machinery for the operation of student self-government, 204 schools assert that 
teachers have much control over it, and 255 schools state that the plan is administered 
with little interference or control by teachers. In short, the replies to this enire topic 
are confusing, and little credence seemingly can be placed in them. 

Again, the questionnaire, after giving several factors alleged to be essentials of 
patriotism, sought to bring out statements respecting the ways these factors are taught 
in the schools. The answers indicate that, for the most part, school authorities rely 
upon the routine of the regular school work to inculcate patriotic principles, although 
a large number of schools (381) lay the stress upon having pupils participate in the 
various school organizations as the best means of accomplishing the end. Among the 
other means suggested are: Patriotic celebrations, 96; Talks and lectures, 189; Self- 
government agencies, 223 ; Student co-operative societies, 169 ; and athletics, 123. 



D. OPINIONS 

The fourth division of the study sought to bring out a statement of the personal 
views of superintendents and principals regarding certain more or less untried ideas 
of training. The first question pertained to having high school pupils subscribe to 
an path modeled on the Ephebic oath formerly taken by Athenian boys. The full 
oath was not given in the questionnaire, but only the following portions, namely : "I 
will transmit my fatherland, not only not less, but greater than it was transmitted to 
me. I will obey the magistrates who may at any time be in power. I will observe 
both the existing laws and those which the people may hereafter unanimously make, 
and if any person seeks to annul the laws or set them at nought, I will do my best to 
prevent him, and I will defend them both alone and with many, (and) I will honor 
the religion of my fathers." 

The authorities in 428 schools favored the adoption of a pledge of this sort; 
415 opposed doing so; and 337 expressed no opinion. 

The second question related to having in each school a Junior Civic League one 
of whose obligations on its members should be, "To perform at least one act of civic 
worth daily. This thought was built on the idea of the Boy Scout organization. Six 
hundred seventy-two school authorities approved the plan ; 183 opposed ; and 325 
ignored the query. 

33-A 



A third question read : "Would you favor having established in your school a 
branch of the society known as the Universal Service for. Social Improvement (U. S. 
S. I.), and to have your pupils subscribe to its program and wear its emblem (Red 
Star) ?" Probably few had heard of this society, nor was the question as clear as 
it should have been. The vote on it was : Favoring, 432 ; opposing, 207 ; not voting, 541. 

The fourth question read, "What do you regard as the three very best specific 
ways of inculcating habits of good citizenship in boys and boys?" Replies were ex- 
pressed in multitudinous forms. However, by exercising the process of rather free 
interpretation, the following eight groupings were secured : 

A. Good teaching in all branches 346 

B. Courses in social science and literature 188 

C. Stressing ideals of conduct by teachers 381 

D. Personal example of teachers 277 

E. Placing responsibilities on pupils personally 284 

F. Student organizations 328 

G. Providing opportunities for out-of-school service to society 149 

H. School discipline 150 

The answers are not very satisfactory, first, because they represent the views of 
only the small number of individuals who took the trouble to reply at all, and, second, 
because the replies that were given could not possibly all be listed under the headings 
given above. 

In conclusion, it is pertinent to inquire what deductions follow from the study 
thus made, and, second, what value is derivable from them. 

In the first place, it seems to the writer that the study clearly shows that the 
North Central Association Secondary Schools are, as a body, alert and alive to the 
need for providing training in citizenship, and that, they are employing, possibly as 
fully as could properly be expected, all of the available means to attain that end. 

Second, the study shows that although the Association is a unifying agency, much 
flexibility of administration is to be found among the various schools, each adapting 
its program to local conditions and needs. 

Third, although knowledge about the rights and duties of citizenship is still the 
most emphasized aspect of civic training, still provisions for stirring the emotions and 
for exercising the will in pupils are conspicuous features of many schools, and the 
means employed to obtain these ends are suitably varied in character. 

Fourth, courses of study designed primarily to give direct instruction and training 
in citizenship are, for the most part, deferred to the last two years of the school 
work, thereby bringing their influences to bear solely upon those pupils who have 
before them a complete high school education. 

Fifth, teaching ideals of citizenship and personal character seems to be one of 
the leading aims of many courses of study in the high school — particularly the courses 
in history, English, and foreign languages — and is not confined to courses in elemen- 
tary social science. 

Sixth, the "inspirational" and "interpretative" powers of teachers in all subjects 
are relied upon as the best and surest agencies for developing qualities of citizenship 
among pupils. 

Seventh, agencies that make their appeal to the eye — dramatics, pageants, moving 
pictures, stereopticon slides, and real concrete situations in the adult world — are being 
extensively employed to teach the lessons desired. 

Eighth, courses in Elementary Sociology, in Occupations, and in Morals, Manners, 
and Life Problems are not yet finding any conspicuous place in the school programs 
of studies. 

Ninth, suitable text-books for courses in all phases of citizenship instruction are, 
as yet, few in number. 

Tenth, the interrelating of school work and out-of-school interests is particu- 
larly noticeable in matters pertaining to instruction in citizenship. 

Eleventh, high school boys and girls are readers of books and magazines that 
are worth while, and read with avidity if material that is interesting is placed before 
them. 

34-A 



Twelfth, school authorities are very much in doubt regarding the best ways to 
teach pupils the wholesome use of leisure time, and need to be instructed. 

Thirteenth, biographical material as an agency in civic training holds a conspicuous 
place in the organization of most schools. 

Fourteenth, the Boy and Girl Scout movements have already gotten a hrm 
footing in the halls of the Secondary Schools. 

Fifteenth, military training for high school boys has likewise found much support 
among North Central Association schools. 

Sixteenth, student self-government has become a reality in approximately one- 
fourth of the schools reporting, although in only one-half of these schools is the plan 
given publicity or operated by means of formal machinery. 

Seventeenth, most schools seem to place great faith in the civic training afforded 
by the school papers, debating clubs, mock elections, and other types of student co- 
operating organizations. 

Eighteenth, the Community Center idea, so far as it applies to the use of the 
high school building for that purpose, is of relatively small significance. 

Nineteenth, many school men favor the establishment within the schools of some 
kind of a society the chief purpose of which should be the deepening among students 
of the sense of responsibility to the state. 

Twentieth, a goodly portion of the school authorities rely upon the personal 
example of teachers, the regular class work, and the regular discipline of the school 
to furnish the civic ideals, knowledge and training needed by the youths who attend. 

As a final word one may perhaps venture to express the thought that possibly 
the greatest value of this study is, after all, not so much the facts that have been 
compiled, or the general deductions that have been made, but, on the contrary, the 
suggestiveness to school authorities as to what is possible in the way of giving more 
effective training in citizenship. Surely, it is demonstrable that mere knowledge about 
citizenship is not sufficient to insure proper reactions to the real conditions of social 
life. To knowledge must be added interest, and to interest practice in well-doing. 



35-A 



DIVISION E 

REGULATIONS AND STANDARDS FOR ACCREDITING SECONDARY SCHOOLS. 

1920-1921 

I. REGULATIONS 

1 No school shall be considered unless the regular annual blank furnished 
for the purpose shall have been properly and completely filled out and 
placed on file with the inspector. Schools in good standing will make a 
complete report on teachers once in five years; but full data relative to 
changes must be presented annually. 

2. New schools, hereafter seeking accrediting, shall submit evidence (e. g., a 
resolution) showing an approval of the standards of the Association and 
of the application for membership by the local board of education or school 

trustees. 

3. The time for which schools are accredited shall be limited to one year, 
dating from the time of the adoption of the list by the Association. Schools 
that have been continuously accredited for five or more years may not 
be dropped for any violation of standards. Such schools are to be warned. 
But if the violation is persisted in for a second year they shall be dropped. 

4. The Association will decline to consider any school unless such school is 
in the highest class of schools as officially listed by the properly constituted 
educational authorities of the State. 

5. In all emergency appointments during the school year in which teachers 
do not fully meet Standards 6A and 6B, the Commission will insist that 
these be temporary and for the remainder of the current year only. Such 
cases must be duly certified by the superintendent or principal, including 
a statement concerning the training, experience, salaries and efficiency of 
such teachers. 

6. The agent of communication between the accredited schools and the sec- 
retary of the Commission for the purpose of distributing, collecting, and 
filing the annual reports of such schools, and for such other purposes as 
the Association may direct, is as follows: 

(a) In States having such an official, the inspector of schools appointed 
Dy the state university. (b) In other States the inspector of schools 
appointed by State authority, or, if there be no such official, such person 
or persons as the secretary of the Commission may elect, (c) If any 
State fails for two successive years to send one or more official representa- 
tives to the annual meeting of the Commission on Secondary Schools, the 
schools of that State may, by a vote of the Association, be dropped from 
the accredited list. 

The Association is conservative, believing that such policy will 
eventually work to the highest interests of all. It aims to accredit only 
those schools which possess organization, teaching force, standards of 
scholarship, equipment and esprit de corps, of such character as will un- 
hesitatingly commend them to any educator, college, or university in the 
North Central territory. 

36-A 



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Number Schools reporting- I ISO 13 27 205 64 75 48 99 75 70 32 79 26 60 146 \3Z 24 94 

Number developing citizenship through 

A. Arousing sentiments by mean of: 

T. Assembly talks 1164 13 27 202 63 75 48 97 73 69 32 79 26 58 143 31 24 93 



1. Frequency of meetings 

a) Daily 33 

b) Weekly 520 

c) 2 w 3 times weekly 155 

d) 1, 2, or 3 times monthly 230 

e) Occasionally and irregularly 197 

2. Speakers 

a) Superintendent and principal 408 

1j) Teachers 363 

c) Students 71 

d ) Local citizens and notables 1053 

II. Music of stirring type 1142 

1. Frequency 

a) Daily or at occasional assemblies 131 

b) 1, 2, or 3 times weekly 654 

c) Occasionally 239 

III. Oral readings before classes 

1. Schools having 768 

2. Schools not having 210 

IV. Prescribed class readings 

1. Schools having 869 

2, Schools not having 175 

V. Dramatics 

1. Schools having 398 

2. Schools not having 614 

VI. Pageantry 

1. Schools having 352 

2. Schools not having 674^ 

VII. Moving Pictures 

1. Schools having 290 

2. Schools not having 710 

VIII. Stercopticons 

1. Number having 438 

2. Number not having 541 

IX. Literature taught inspirationally 

1. Number claiming to do so 1030 

2. Number failing to do so 38 

3. Number doing so by means of 

a) Selected readings 599 

b) Memorization work 75 

c ) Dramatic appeal 179 

d) Interpretative power of teachers 586 

e) Class discussions and debates 213 

X. Visits to places and institutions 

1. Number doing so 495 

2. Number not doing so 538 

3. Number visiting 

a) Civic councils and offices 166 

b) State institutions 73 

c) Courts and penal institutions 185 

d) Charitable institutions 100 

e) Social settlements 77 

f) Religious and educational institutions 33 

b) Local voluntary organizations 54 

h ) Factories, mines, farms, etc 211 

B. Giving citizenship information 

I. Through a course in civics 

1. Schools having 1 148 

2. In course separated from history 989 

3. In course with history 144 

4. In grades 

a) 9th 160 

b) 10th 76 

c) 11th 339 

d) 12th 886 

5. Length of courses 

a) Less than half year 43 

b) Half year 890 

c) One year 185 

6. Texts used in High School* 

a) Ashley's New Civics; also American Govt... 153 

b) Hughes' Community Civics 116 

3) Magruder's American Government 144 

b) Guitteau's Govt, and Politics in the V. S 208 

e) Boynton's School Civics 33 

f) Woodburn & Moran's Citizen and the Re- 
public 55 

g) Garner's Government in the U. S 73 

h) Dunn's The Community and the Citizen 28 

i) Forman's Adv. Civics 72 

j) James & Sanford's Govt, in State and Nation 137 

7. Recitations five times weekly 1072 

8. Civics below the High School 

a) Schools having 871 

b ) Schools not having 112 

9. Texts used below High School* 

a) Dunn's Community Civics 85 

b) Turkington's My Country 74 

c) Forman's Essentials in Civil Government. . . 32 

d) Hughes' Community Civics 117 

e) Guitteau's Preparing for Citizenship 63 

f ) Nida's City, Stale and Notion 21 

g) Others Ill 

II. Through a course in El. Sociology* 

1. Schools having 298 

2. Schools not having 770 

3. Course separate from civics 230 

4. Cotires separate from history 238 

♦Several replies gave State leaflets, other texts 
not mentioned here though few in numbers, and 
miscellaneous material. 

5. Texts used 

a) Tuffts' The Real Business of Living 37 

b) Towne. Social Problems 103 

c) Ellwood Sociology and Modern Social Prob- 
lems 22 

d) Burch & Patterson Am. Social Problems. . .. 15 

6. Grades offered 

a) 9th 17 

b) 10th 22 

c) 11th 119 

d) 12th 186 

7. Five recitations weekly 218 

III. Through a course in Elementary Economics 

1. Schools having 696 

2. Schools not having 406 

3. Separate from History t>62 

4. Separate from Civics 609 

5. Separate from sociology 511 

6. Texts used 

a) Thompson's Elementary Economics 64 

b) Ely & Wicker's Principles of Elementary 
Economics 199 

c) Bullock's Elements of Economics 127 

d) Burch & Ncarings Elements of Economics. . 70 

e) Laughlin's Elements of Political Economy. . . A3 

7. Grades offered 

a) 9th 11 

b) 10th 41 

c) 11th 322 

.1 I I th 497 

8 Five recitations weekly 622 

IV. Through a course in Current Events 

1. Schools having 1008 

2. Schools not having 121 

3. As separate course 176 

4. As course connected with 

a) Historv. Civics, Sociology. Economics 911 

b) English 518 









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__ Totals Ari«. Colo. Ill, I nd . Ta . K an . Uich MinD Mo Mon( Nd) N M N D Q 0k|a< g D wjs> Wj0 

5. Time allotment per week ' 

a) Under 40 minutes I en i ■> oa 

b) From 40 to 50 minutes to? q ? T q ? 

c) Over 50 minutes ."/.."['/.'." 121 1 J 20 

6. Sources of information 
a) Current Events iaa i in 

rl nT7 Di9Cst ::::::::::: m 10 =10? 

c) Outlook 104 5 - 40 

d) Independent 154 2 — 43 

e) Review of Reviews 40 a " ]7 

f) worlds work ;;;■■' g \ — I 

g) Newspapers (unspecified) 428 20 40 

n) Magazines (unspecified) 531 9 25 20 

7. Prescribed for 

a) Pupils in History and Civics courses 278 4 3 45 

b) Pupils in English courses 136 n 30 

c) Designated groups of pupils 618 16 7 119 

V. Through a course in Morals, Manners and Life 

Problems 112 1 1 24 

VI. Through a course in Occupation (or similar 

1 Th C ° UrSC l ■ t I-'- i 194 5 3 38 

1. 1 he worth of being free 1057 12 24 177 

2. American ideals 639 2 1 18 116 

3. Development of free institutions 446 5 11 50 

4. Current social problems 403 9 4 51 

5. Responsibilities of citizenship 155 2 8 7 

VIII. Through biography studied 

1. In some way unspecified 1012 11 22 179 

2. In History and English courses 657 3 12 102 

3. In special programs or independently 461 8 10 80 

IX. Through knowledge of the problems of capital 

and labor gained through 

1. Assembly talks 161 3 j 4g 

I. Debates and discussions 330 4 14 66 

3. Regular class work 526 5 7 85 

4. Readings and current events reports 176 3 8 22 

X. Through training to use leisure time whole- 

somely by means of 

1. School athletics 159 4 5 16 

2. Lectures and talks \ 301 6 6 43 

6. btiggested readings 188 1 1 16 

4. Supervision of student affairs 173 5 4 24 

5. Student clubs and societies 194 6 2 12 

XI. Through reading the following books 

1. The Man Without a Country (Hale) 125 1 1 19 

2. Theodore Roosevelt (life and works) 55 5 \\ 

3. Making an American (Riis) ]06 1 25 

4. Democracy Today (Gauss) \\ 98 \ 27 

5. The Promised Land (Antin) 73 \ 14 

6. Up from Slavery (Washington) 38 14 

7. How the Other Half Lives (Riis) 33 1 8 

8. The Real Business of Living (Tuffts ) 35 1 14 

9. Biography of Great Men (various authors) 97 4 1 _ 

10. American Statesmen Series (various authors).. 65 3 2 — 

11. Forum of Democracy (Wetkins and Williams). 38 — 2 — 

12. Autobiography (Franklin) 22 1 — 

13. My Country (Turkington) 31 _ _ 

14. American Ideals (Beard) 23 

15 World War Aims and Ideals (various authors) 50 — 3 — 

XII. Through reading the following magazines 

1. Literary Digest 841 10 17 148 

2. Independent 542 4 \o 80 

i?,""",f ;,/■,. '■'.'..'.'.'.'.'.'.'. 472 b n w 

4. Worlds Work 314 S 8 50 

5. Review of Reviews 312 6 5 44 

6. Current Events 164 4 17 



motow 136 3 14 

ropular Mechanics 51 1 12 

9. American Boy 52 1 12 

10. Atlantic Monthly 57 i i 22 

\\. Current Opinion 74 3 2 

12. New Republic 33 \ q q 

13. Pathfinder [[] f& \ g 

14. National Geographic Magazine 60 1 

15. Saturday Evening Post 43 2 1 

16. Current History 39 2 

C. Giving practice in citizenship through connection 

with 
I. Junior Red Cross Societies 

1. Schools having 880 9 19 134 

2. Schools not having 172 4 3 33 

11. Junior Good Citizenship League or similar or- 

ganization 

1. Schools having 76 2 15 

2. Schools not having 658 11 12 85 

III. Boy Scout Organization 

1. Schools having 651 9 19 93 

2. Schools not having 305 3 1 54 

IV. Girl Scout Organization, or Campfire Girls 

1. Schools having 522 8 13 73 

2. Schools not having 387 4 4 53 

V. Thrift Clubs 

1. Schools having 421 3 12 49 

2. Schools not having 458 10 9 83 

VI. School paper 

1. Schools having 666 9 14 125 

2. Schools not having 360 1 9 47 

VII. Military training 

1. Schools having 208 10 6 46 

2. Schools not having 720 2 13 114 

3. Schools prescribing it for boys 83 9 4 22 

4. Schools making it optional 107 1 2 20 

VIII. Debating Clubs 

1. Schools having 863 10 20 141 

2. Schools not having 194 3 3 35 

IX. Mock Elections 

1. Schools having 568 3 17 86 

2. Schools not having 379 10 4 63 

X. Student Self-government Agencies 

1. Schools having 306 1 3 54 

2. Schools not having 550 10 17 62 

3. Schools publicly advertising the fact 148 6 2 32 

4. Schools not publicly advertising the fact 393 2 5 78 

5. Schools having formal machinery for 242 1 5 45 

6. Schools having teachers exert much control 204 1 4 38 

7. Schools having teachers exert little control 255 2 4 40 

XI. Schools inculcating patriotism through 

1. Patriotic celebrations 96 1 l 9 

2. Talks and lectures 189 5 3 39 

3. Self-government agencies 223 6 4 17 

4. Student co-operative associations 169 4 10 

5. Participation in school organizations 381 6 83 

6. Athletics 123 2 3 16 

7. Regular class work 353 3 3 48 

8. School discipline 127 1 7 

XII. Community Center 

1. Schools having 373 9 8 59 

2. Schools not having 398 6 6 52 

D. Expressions of personal views 

1. Authorities favoring a school pledge 428 5 6 56 

2. Authorities not favoring a school pledge 415 8 12 79 

3. Authorities favoring a Junior Civic League 672 9 12 94 

4. Authorities not favoring a Junior Civic League 183 3 6 39 

5. Authorities favoring a local branch of society of 

Universal Service for Social Improvement.. 432 5 9 61 

6. Authorities not favoring such branch 207 7 5 33 

7. Authorities believing training for citizenship can 

best be secured through 

a) Good teaching in all branches 346 3 3 60 

b) Courses in the social sciences and literature. 188 6 7 30 

c) Stressing ideals of conduct by teachers 381 17 7 54 

d ) Personal example of teachers 277 8 8 28 

e) Placing responsibilities for pupils personally.. 284 6 5 32 

f) Student organizations 328 5 4 53 

g) Providing out-of-school services to society.. 149 2 1 12 
h ) School discipline 150 5 4 10 



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II. STANDARDS 

A. Buildings 

Standard 1. The location and construction of the buildings, the lighting, heat- 
ing, and ventilation of the rooms, the nature of the lavatories, corridors, 
closets, water supply, school furniture, apparatus, and methods of cleaning 
shall be such as to insure hygienic conditions for both pupils and teachers. 

All schools whose buildings are inexcusably inadequate and lacking in 
modern equipment may expect to have North Central Association accredit- 
ing privileges withheld from them. 

Standard 2. The laboratory and library facilities shall be adequate to the needs 
of instruction in the subjects taught. 



B. Organization and Administration 

Standard 3. A — No school shall be accredited which does not require fifteen 
units for graduation. 

A unit course of study in a secondary school is defined as a course 
covering an academic year that shall include in the aggregate not less than 
the equivalent of one hundred twenty sixty-minute-hours of class room 
work, two hours of shop or laboratory work being equivalent to one hour 
of prepared class room work. 

More than twenty periods per week of academic subjects, or twenty- 
five periods including vocational subjects, exclusive of choral music and 
physical training, should be discouraged except in the cases of pupils having 
more than average ability. 

B — The school year shall consist of a minimum of thirty-six weeks. 

Standard 4. The efficiency of instruction, the acquired habits of thought and 
study, the general intellectual and moral tone of a school are paramount 
factors, and therefore only schools which rank well in these particulars, as 
evidenced by rigid, thorough-going, sympathetic inspection, shall be con- 
sidered eligible for the list. 

Standard 5. No school shall hereafter be accredited whose salary schedule is 
not sufficient to command and retain teachers whose qualifications are such 
as required by this Association. The interpretation of this requirement 
shall. be a matter of special responsibility for the State Committee. 



C. Preparation of Teachers 

Standard 6. All teachers teaching one or more academic subjects must satisfy 
the following requirements: 

A. The minimum attainment of teachers of any academic subject shall 
be equivalent to graduation from a college belonging to the North Central 
Association of Colleges and Secondary Schools requiring the completion 
of a four year course of study or 120 semester hours in advance of a stand- 
ard four year high school course. Such requirements shall not be construed 
as retroactive. 

37-A 



B. The minimum professional training of teachers of any academic 
subject shall be at least eleven semester hours in education. This should 
include special study of the subject matter and pedagogy of the subject to 
be taught. Such requirements shall not be construed as retroactive. (For 
the succeeding year the Board will interpret courses in education as the 
same courses are interpreted by the colleges or universities offering them.) 

The Association advises that the following types of courses should be 
offered as meeting the spirit of this standard: Educational psychology, 
principles of secondary education, theory of teaching, special methods in 
subjects taught, observation and practice teaching, history of education 
and educational sociology. 

C. Standards 6A and 6B shall apply equally to all supervisors of 
teachers of academic subjects. (This standard is to become fully effective 
on and after the year beginning September, 1921.) 



D. The Teaching Load 

Standard 7. A — The number of daily periods of class room instruction given by 
any teacher should not exceed five. The Commission will reject all schools 
having more than six recitation periods per day for any teacher. 

B— -The minimum length of a recitation period shall be forty minutes 
exclusive of all time used in the changing of classes or teachers. 

For interpreting this standard in connection with laboratory work in 
science, and in connection with study room supervision, a double period 
may be counted as the equivalent of one class room exercise for teachers 
of academic subjects, provided that no combination of such work amount- 
ing to more than thirty-five periods a week be required of any teacher. 

For schools having some definite plan of supervised study, not more 
than five classes per day should be assigned to any teacher, with the advice 
that the maximum be four. 

Standard 8. No school whose records show an excessive number of pupils per 
teacher, based on average attendance, shall be accredited. The Association 
recommends twenty-five for a maximum. In general, no teachers of aca- 
demic subjects should be assigned more than ISO student hours of class 
room instruction per day, organized in not to exceed six classes per day. 



E. Program of Studies 

Standard 9. The Association recommends that every accredited school offer 
units of work in mathematics, social sciences, languages (including English), 
natural sciences, the fine arts, and physical training. It further recommends 
the introduction of vocational subjects such as agriculture, manual training, 
household economics, and commercial subjects into schools where local 
conditions render such introduction feasible. The Association will hold 
that a sufficient number of qualified teachers must be provided to care ade- 
quately for all instruction offered. Not less than the equivalent of the full 
teaching time of three teachers may be given to academic subjects. 

38-A 



DIVISION F 

LIST OF SCHOOLS ACCREDITED, 1920 

ARIZONA 



Name of Town 
and School 

Bisbee 

Douglas 

Glendale 

Globe 

Mesa 

Miami 

Nogales 

Phoenix 

Prescott 

Safford 

Tempe 

Thatcher: 

Gila Academy- 
Tucson 
Winslow 

Total, 14. 

Name of Town 
and School 

Alamosa 

Aspen 

Boulder: 

State Prep. 
Brighton 
Brush 
Canon City: 

Canon City 

South Canon 
Colorado Springs 
Cripple Creek 
Delta 
Denver: 

East Side 

Manual Training 

North Side 

South Side 

West Side 
Durango 
Eaton 

Fort Collins 
Fort Morgan 
Fruita: 

Union 
Glenwood Springs: 

Garfield County 
Golden 

Grand Junction 
Greeley 
Gunnison: 

Gunnison County 
La Junta 
Las Animas: 

Bent County 
Leadville 
Longmont 
Loveland 
Monte Vista 



Type of School Officer in Charge 
(3, 4, 5 or 6 (Superintendent 



ars) 




or Principal) 


3 


E. 


O. Snider 


4 


H. 


Steele 


4 


D. 


McRuer 


5 


F. 


E. Webb 


4 


H. 


E. Matthews 


4 


V. 


R. Stoner 


6 


G. 


H. Madden 


4 . 


D. 


F. Jantzen 


4 


Alice D. Adams 


4 


D. 


M. Hibner 


4 


R. 


J. Shirley 


4 


A. 


C. Petersen 


4 


M. 


N. Porter 


4 


C. 


C. Grover 



COLORADO 

Type Officer in Charge 
of School (Supt. or Prin.) 

4 E. J. Saunders 

4 J. R. Gray 

4 R. J. Bretnall 

4 A. C. Johnson 

4 H. G. Melson 

4 O. B. Drake 

4 G. A. Cleland 

4 R. Hill 

4 W. M. Shafer 

4 L. L. Beohm 

4 H. M, Barrett 

4 C. A. Bradley 

4 E. L. Brown 

4 J. J. Cory 

4 H. V. Kepner 

4 E. E. Smiley 

4 H. E. Black 

4 Grant Gordon 

4 W. A. Franks 

4 Homer E. Dodds 

4 C. A. Montandon 

4 W. H. Simons 

4 R. E. Tope 

4 W. S. Roe 

4 S. Quigley 

4 R. M. Tirey 

4 Edwin A. Schreck 

4 Nellie A. Stevens 

4 C. C. Casey 

4 C. B. Raybourne 

4 C. S. Fox 



No. of Enroll- Date 
Teachers ment Accredited 



16 


191 


1917 


14 


306 


1919 


9 


215 


1920 


21 


330 


1916 


14 


310 


1918 


16 


131 


1919 


9 


150 


1920 


40 


1200 


1917 


8 


140 


1917 


6 


106 


1920 


6 


129 


1919 


8 


208 


1917 


18 


474 


1917 


7 


104 


1917 



No. of Enroll- Date 

Teachers ment Accredited 

6 87 1920 

6 88 1914 



28 


683 


1908 


9 


148 


1920 


7 


110 


1920 


14 


294 


1904 


3 


82 


1909 


42 


1212 


1908 


6 


121 


1907 


9 


230 


1909 


50 


1327 


1908 


42 


1096 


1908 


66 


1506 


1907 


23 


514 


1908 




. 


1907 


U 


288 


1905 


9 


101 


1914 


18 


383 


1908 


11 


266 


1909 


6 


128 


1912 


6 


125 


1912 


5 


115 


1905 


16 


416 


1905 


22 


471 


1904 


8 


142 


1915 


10 


212 


1908 


10 


160 


1911 


11 


133 


1904 


13 


234 


1907 


9 


288 


1906 


9 


133 


1908 



39-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll 


Date 


and School 


of Schoc 


il (Supt. or Prin.) 


Teachers 


ment 


Accredited 


Montrose: 












Montrose County 


4 


L. D. Hightower 


12 


241 


1915 


Pueblo: 












Centennial 


4 


C. K. Fletcher 


24 


599 


1908 


Central 


4 


D. K. Dunton 


41 


1466 


1908 


Rocky Ford 


4 


James H. Wilson 


8 


181 


1909 


Salida 


4 


E. Kesner 


7 


70 


1908 


Telluride 


4 


W. E. Baker 


18 


455 


1914 


Trinidad 


4 


H. M. Corning 


5 


84 


1904 


Victor 


4 


W. M. Shafer 






1908 


Total, 39. 




ILLINOIS 








Alton: 












Theodore Roosevelt 


4 


B. C. Richardson 


26 


545 


1906 


Western Military Acad. 


6 


R. L. Jackson 


13 


261 


1908 


Areola Tp. 


4 


S. R. Allen 


10 


164 


1920 


Auburn Tp. 


4 


Lee R. Carlson 


8 


121 


1919 


Aurora: 












East 


4 


CM. Bardwell 


25 


572 


1905 


West 


4 


A. A. Rea 


18 


375 


1905 


Jennings Seminary 


4 


Bertha Barber 


5 


97 


1911 


Batavia 


4 


Edith P. Sheperd 


8 


202 


1914 


Beardstown 


4 


H. G. Russell 


13 


306 


1913 


Belleville Tp. 


4 


_ H. Galen Schmidt 


27 


445 


1914 


Belvidere 


4 


Lulu B. Beckington 


17 


344 


1914 


Bement Com. 


4 


Otto Weedman 


7 


122 


1920 


Benton Tp. 


4 


W. E. Andrews 


14 


293 


1917 


Bethany Tp. 


4 


Geo. White 


6 


85 


1919 


Bloomington 


4 


W. A. Goodier 


32 


786 


1905 


Blue Island 


4 


J. E. Lemon 


IS 


270 


1917 


Bridgeport Tp. 


4 


Byron R. Lewis 


12 


213 


1912 


Bushnell 


4 


T. W. Everitt 


5 


136 


1919 


Cairo 


4 


Geo. A. Peterson 


12 


281 


1909 


Canton 


4 


W. W. Wirtz 


19 


586 


1919 


Carthage: 












High School 


4 


J. A. Johnston 


9 


161 


1918 


College Academy 


4 


H. D. Hoover 


5 


81 


1908 


Casey Tp. 


4 


L. W. Ragland 


11 


192 


1919 


Centralia Tp. 


4 


L. W. Hanna 


21 


374 


1910 


Champaign 


4 


L. Switzer 


32 


774 


1906 


Charleston: 












High School 


4 


Emily R. Orcutt 


11 


279 


1912 


E. I. S. N. H. S. 


6 


L. C. Lord 


17 


148 


1920 


Chicago: 












Austin 


4 


Geo. H. Rockwood 


71 


2264 


1908 


Bowen 


4 


F. W. Stahl 


44 


1268 


1905 


Calumet 


4 


Grant Beebe 


21 


404 


1905 


Crane Tech. 


4 


Wm. J. Bartholf 


105 


1847 


1905 


Englewood 


4 


J. E. Armstrong 


71 


2206 


1905 


Fenger 


4 


T. C. Hill 


27 


683 


1905 


Flower Tech. 


4 


Dora Wells 


18 


492 


1915 


Harrison Tech. 


4 


Frank L. Morse 


89 


2582 


1913 


Hyde Park 


4 


H. B. Loomis 


90 


2910 


1905 


Lake View 


4 


B. Frank Brown 


78 


2474 


1905 


Lane Tech. 


4 


William J. Bogan 


101 


3260 


1911 


McKinley 


4 


Geo. M. Clayberg 


34 


894 


1905 


Marshall 


4 


Louis J. Block 


59 


1696 


1905 


Medill 


4 


A. S. Hall 


33 


964 


1905 


Morgan Park 


4 


Wm. Schoch 


19 


428 


1908 


Parker 


4 


C. W. French 


48 


1329 


1915 


Phillips 


4 


C. H. Perrine 


41 


1004 


1905 


Schurz 


4 


W. F. Slocum 


87 


2711 


1912 



40-A 



Name of Town 
and School 

Senn 

Tilden Tech. 
Tuley 
Waller 

Chicago Latin 
Faulkner 
Harvard School 
Kenwood-Loring 
Loyola Academy 
Morgan Park Mil 
North Park Col. A 
Francis W. Parker 
St. Cyril Academy 
St. Stanislaus Coll. 
Starret School for 
University H. S. 
University Sch. for 

Chicago Height: 
Bloom Tp. 

Chrisman Tp. 

Cicero: J. Sterling 
Morton Tp. 

Clinton 

Collinsville Tp. 

Crystal Lake 

Danville 

Decatur 

DeKalb Tp. 

Des Plaines: 
Maine Tp. 

Dixon 

Downers Grove 

Dundee 

DuQuoin Tp. 

Dwight Tp. 

East Moline: 
United Tp. 

East St. Louis 

Edwardsville 

Elgin: 

High School 
Elgin Academy 

Elmhurst: 

Elmhurst Academy 

EI Paso Tp. 

Eureka Tp. 

Evanston Tp. 

Fairbury Tp. 

Farmer City: 
Moore Tp. 

Flora: 

Harter-Stanford Tp 

Freeport 

Fulton 

Galena 

Galesburg 

Galva 

Geneseo Tp. 

Geneva 

Georgetown Tp. 

Gibson City: 
Drummer Tp. 



Acad, 
cad. 



Acad. 
Girls 

Girls 



Type 
of H. S. 

4 
4 
4 
4 

4 
4 
4 
4 
4 
4 
4 
4 
4 
4 
4 
4 
6 

4 
4 

4 
4 
4 
4 
4 
4 
4 

4 
4 
4 
4 
4 
4 

4 
4 
4 

4 
4 

4 
4 
4 
4 
4 



4 
4 
4 
4 
4 
4 
4 
4 
4 



Officer in Charge 
(Supt. or Prin.) 

B. F. Buck 

E. C. Rosseter 
Franklin P. Fisk 
John E. Adams 
R. P. Bates 
Elizabeth Faulkner 
J. J. Schobinger 
Medora H. Googins 
J. J. O'Callaghan 
Harry D. Abells 
David Nyvall 
Flora J. Cooke 
Hilary S. Doswald 
T. S. Ligman 
Gerard T. Smith 
Morton Snyder 
Anna R. Haire 

E. L. Boyer 
L. Kimmel 

H. V. Church 
H. H. Edmunds 
A. E. Arendt 
H. A. Dean 
W. C. Baer 
Thomas M. Deam 

C. W. Whitten 

C. M. Himel 
John C. Reeder 
G. C. Butler 
Osher Schlaifer 
J. G. Stull 
C. A. Brothers 

John W. Casto 
H. J. Alvis 
R. C. Sayre 

W. L. Goble 
DeForrest Walton 

Paul N. Crusius 
Carl B. Moore 
Chas. W. Knudsen 
Wilfred F. Beardsley 

E. W. Powers 

George E. Anspaugh 

Flemin W. Cox 
L. A. Fulwider 
H. V. Baldwin 
Katharine H. Obye 
Geo. L. Harris 

F. U. White 
James D. Darnall 
H. M. Coultrap 
O. P. Rees 

John R. Cranor 



No. of 


Enroll 


Date 


Teachers 


ment 


Accredited 


91 


2599 


1914 


31 


728 


1908 


43 


1348 


1905 


32 


958 


1905 


14 


174 


1911 


8 


71 


1919 


8 


65 


1911 


6 


55 


1918 


16 


375 


1913 


9 


134 


1911 


8 


83 


1917 


7 


146 


1913 


9 


185 


1920 


7 


114 


1919 


9 


73 


1916 


31 


445 


1911 


11 


97 


1919 


20 


379 


1907 


7 


109 


1916 


39 


685 


1905 


13 


339 


1911 


9 


248 


1912 


6 


136 


1916 


27 


755 


1906 


52 


1251 


1905 


21 


378 


1905 


14 


256 


1908 


13 


306 


1905 


8 


195 


1918 


11 


182 


1909 


9 


206 


1908 


7 


145 


1916 


7 


137 


1919 


42 


876 


1911 


11 


238 


1913 


40 


897 


1905 




34 


1906 


5 


91 


1910 


9 


144 


1919 


6 


130 


1916 


65 


1224 


1905 


8 


135 


1916 


6 


132 


1905 


10 


226 


1914 


25 


591 


1906 


4 


94 


1919 


9 


199 


1918 


39 


891 


1910 


6 


167 


1920 


13 


236 


1910 


6 


134 


1914 


8 


115 


1918 



10 



216 



1914 



41-A 



Type of School 



Name of Town 


(3, 4, 5 or 


6 Officer in Charge 


No. of 


Enroll- 


Date 


and School 


Years) 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Godfrey: 












Monticello Seminary 


4 


Harriet Rice Congdon 


. , 


78 


1911 


Harrisburg Tp. 


4 


Harry Taylor 


13 


342 


1908 


Harvard 


4 


Charles O. Haskell 


9 


220 


1918 


Harvey: 












Thornton Tp. 


4 


William E. McVey 


25 


419 


1905 


Herrin Tp. 


4 


M. L. Beanblossom 


11 


272 


1917 


Highland Park: 












Deerfield-Shields Tp. 


4 


R. L. Sandwick 


25 


498 


1906 


Hinsdale Tp. 


4 


H. D. Hughes 


10 


191 


1908 


Hoopeston 


4 


Byron Frame 


13 


234 


1908 


Jacksonville: 












High School 


4 


H. A. Perrin 


18 


470 


1909 


Routt College 


4 


Francis F. Formaz 


7 


90 


1919 


Whipple Academy 


4 


C. H. Rammelkamp 




18 


1912 


Jcrseyville: 


- 










Jersey Tp. 


4 


D. R. Henry 


14 


221 


1919 


Joliet Tp. 


4 


L. W. Smith 


58 


1231 


1905 


Kankakee 


4 


J. E. Witmer 


17 


455 


1906 


Kenilworth: 












New Trier Tp. 


4 


Eston V. Tubbs 


43 


811 


1906 


Kewanee 


4 


Charles Bruner 


18 


389 


1906 


Knoxville 


4 


G. G. Lafferty 


6 


130 


1918 


La Grange: 












Lyons Tp. 


4 


G. H. Wilkinson 


28 


611 


1905 


Lake Forest: 












Ferry Hall 


4 


Eloise R. Tremain 




105 


1909 


Lake Forest Academy 


4 


Jno. W. Richards 


12 


128 


1908 


LaSalle: 












LaSalle-Peru Tp. 


4 


T. J. McCormack 


19 


432 


1905 


Lawrenceville Tp. 


4 


R. R. Denison 


15 


273 


1914 


Lewistown 


4 


M. S. Hamm 


7 


174 


1916 


Lexington 


4 


V. T. Smith 


4 


92 


1916 


Libertyville Tp. 


4 


Lloyd C. Ray 


10 


171 


1920 


Lincoln 


4 


D. F. Nickols 


13 


313 


1911 


Lockport Tp. 


4 


F. L. Black 


10 


168 


1911 


Lovington Tp. 


4 


Perry W. McAllister 


8 


93 


1918 


Macomb: 












High School 


4 


I. M. Wrigley 


9 


231 


1910 


W. I. S. N. H. S. 


4 


W. P. Morgan 


12 


266 


1920 


Marion Tp. 


4 


Arno Bratten 


16 


420 


1919 


Marshall Tp. 


4 


E. J. Evans 


8 


210 


1909 


Mattoon 


4 


H.-B. Black 


11 


364 


1908 


Maywood: 












Proviso Tp. 


4 


J. L. Thalman 


34 


662 


1908 


Mendota Tp. 


4 


K. M. Snapp 


12 


234 


1918 


Milford Tp. 


4 


H. E. Knarr 


6 


90 


1919 


Moline 


4 


E. P. Nutting 


33 


854 


1905 


Monmouth 


4 


K. C. Merrick 


26 


529 


1918 


Monticello Com. 


4 


Dora M. Nebel 


8 


125 


1919 


Morris 


4 


L. E. Peddicord 


9 


222 


1911 


Morrison 


4 


W. E. Weaver 


7 


170 


1914 


Mt. Carmel 


4 


L. O. Bright 


14 


334 


1918 


Mt. Carroll: 












Frances Shimer 


4 


Wm. P. McKee 


7 


87 


1909 


Mt. Pulaski Tp. 


4 


L. F. Fulwiler 


6 


99 


1919 


Mt. Vernon Tp. 


4 


Silas Echols 


12 


304 


1909 


Muncie: 












Oakwood Tp. 


4 


Geo. B. Weisiger 


6 


92 


1919 


Murphysboro Tp. 


4 


M. N. Todd 


16 


316 


1911 



42-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll- 


Date 


and School 


of H. S 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Naperville: 












High School 


4 


V. B. Graham 


10 


190 


1915 


Acad, of N. W. Col. 


4 


C. J. Attig 


4 


59 


1912 


Normal: 












High School 


4 


C. F. Miller 


8 


191 


1906 


University H. S. 


4 


R. W. Pringle 


7 


241 


1915 


Oakland Tp. 


4 


J. T. Dorris 


6 


104 


1918 


Oak Park: Oak Park 












and River Forest Tp. 


4 


M. R. McDaniel 


66 


1601 


1905 


Olney Tp. 


4 


H. W. Hostettler 


11 


254 


1917 


Onargo Tp. 


4 


L. W. Haviland 


8 


128 


1918 


Ottawa Tp. 


4 


Chas. H. Kingman 


22 


424 


1905 


Palestine Tp. 


4 


D. B. Fager 


8 


175 


1917 


Pana Tp. 


4 


L. W. Chatham 


12 


299 


1916 


Paris 


4 


Carolyn L. Wenz 


16 


459 


1911 


Pawnee Tp. 


4 


Walter C. Suft 


6 


79 


1920 


Paxton 


4 


O. J. Bainum 


8 


175 


1911 


Pekin Com. 


4 


R. Y. Allison 


13 


314 


1911 


Peoria: 












Peoria 


4 


W. T. Van Buskirk 


45 


1048 


1905 


Manual Training 


4 


W. N. Brown 


31 


627 


1913 


Bradley Institute Acad. 


4 


T. ,C. Burgess 


7 


115 


1908 


Pinckneyville Com. 


4 


B. Q. Hoskinson 


7 


151 


1919 


Polo 


4 


Nelle Clark 


7 


193 


1907 


Pontiac Tp. 


4 


G. J. Koons 


15 


368 


1905 


Princeton Tp. 


4 


W. R. Spurrier 


14 


391 


1905 


Quincy: 












Quincy Senior 


3 


J. F. Wellemeyer 


24 


459 


1906 


Quincy Col. Academy 


4 


Rev. G. Lucan 


15 


171 


1920 


Riverside: 












Riverside-Brookfield Tp. 


4 


W. P. Wyatt 


11 


183 


1917 


Robinson Tp. 


4 


P. M. Watson 


13 


318 


1911 


Rockford 


4 


C. P. Briggs 


75 


1779 


1905 


Rock Island: 












High School 


4 


Arnold Lau 


31 


815 


1905 


Augustana Academy 


4 


G. A. Andreen 


4 


82 


1911 


Villa de Chantal 


4 


Sister Frances Borgia 


11 


60 


1919 


Rushville 


4 


Oren A. Barr 


9 


229 


1919 


St. Charles 


4 


G. E. Thompson 


7 


129 


1910 


Savanna Tp. 


4 


C. D. Donaldson 


12 


252 


1906 


Shelbyville 


4 


William Harris 


7 


198 


1913 


Sidell Tp. 


4 


M. L. McManus 


6 


82 


1916 


Sparta Tp. 


4 


E. O. Bottenfield 


16 


315 


1919 


Springfield 


4 


P. S. Kingsbury 


61 


1452 


1915 


Spring Valley: 












^ Hall Tp. 


4 


Will C. Robb 


13 


200 


1916 


Sterling Tp. 


4 


E. T. Austin 


13 


290 


1905 


Streator Tp. 


4 


W. D. Waldrip 


22 


454 


1906 


Sullivan Tp. 


4 


T. H. Finley 


11 


223 


1917 


Sycamore: 












Community H. S. 


4 


0. E. Peterson 


8 


217 


1911 


St. Alban's Sch. 


4 


L. B. Hastings 


7 


74 


1920 


Taylorville Tp. 


4 


R. G. Beals 


16 


348 


1909 


Tuscola 


4 


E. O. May 


9 


154 


1908 


Urbana 


4 


M. L. Flaningam 


26 


580 


1909 


Venice 


4 


S. J. McComis 


5 


45 


1919 


Virginia 


4 


F. G. Edwards 


4 


100 


1919 


Washington 


4 


H. B. Urban 


5 


90 


1919 


Watseka 


4 


H. G. Burns 


9 


220 


1915 


Waukegan 


4 


I. L. Rogers 


23 


616 


1906 


Waverly Tp. 


4 


J. R. Colbert 


10 


174 


1919 


Wellington Tp. 


4 


Ottis Hoskinson 


5 


44 


1919 



43-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll 


Date 


and School 


of H. S. 


(Supt. or Prin.) 


Teachers 


ment 


Accredit 


West Chicago 


4 


H. H. Kirkpatrick 


5 


92 


1910 


Westville Tp. 


4 


D. A. Magruder 


8 


96 


1919 


Wheaton: 












High School 


4 


J. B. Russell 


' 10 


332 


1908 


Wheaton Academy 


4 


Wm. F. Rice 


5 


95 


1911 


Woodstock 


4 


R. W. Bardwell 


8 


212 


1910 


Total, 203. 




INDIANA 








Alexandria 


4 


F. W. Stoler 


5 


152 


1908 


Anderson 


4 


W. A. Denny 


30 


753 


1908 


Attica 


5 


W. F. Mullinix 


6 


143 


1908 


Bedford 


4 


M. J. Abbett 


14 


389 


1908 


Bloomington 


4 


H. C. Wysong 


21 


542 


1910 


Bluffton 


4 


P. A. Allen 


10 


294 


1916 


Brazil 


3 


C. P. Keller 


18 


472 


1910 


Bremen 


4 


O. M. Craig 


6 


120 


1915 


Clinton 


4 


G. W. McReynolds 


11 


287 


1915 


Collegeville: 












St. Joseph's Col. Acad. 


4 


I. A. Wagner 


15 


253 


1917 


Columbia City 


4 


C. E. Spaulding 


10 


220 


1916 


Columbus 


4 


S. Wertz 


21 


460 


1915 


Connersville: 




Isabel Cressler 








Elmhurst School 


4 


Caroline Sumner 


7 


25 


1914 


High School 


4 


E. L. Rickert 


16 


377 


1908 


Crawfordsville 


4 


D. H. Eikenberry 


23 


466 


1908 


Culver: 












Culver Military Acad. 


4 


F. L. Hunt 


31 


675 


1912 


Decatur 


4 


M. F. Worthman 


9 ' 


214 


1910 


Delphi 


4 


I. W. Cripe 


9 


235 


1916 


East Chicago 


6 


E. N. Canine 


20 


385 


1910 


Elkhart 


4 


B. W. Kelly 


30 


684 


1906 


Elwood 


4 


A. W. Konold 


16 


351 


1919 


Evansville 


4 


J. O. Chewning 


42 


1138 


1917 


Fort Wayne 


4 


L. C. Ward 


59 


1152 


1906 


Frankfort 


4 


Katherine Howard 


18 


444 


1909 


Franklin 


4 


J. C. Webb 


12 


261 


1908 


Gary: 












Emerson 


4 


A. E. Spaulding 


18 


463 


1908 


Froebel 


4 


C. S. Coons 


6 


163 


1915 


Goshen 


4 


W. H. Wheeler 


18 


357 


1907 


Greencastle 


4 


E. C. Dodson 


11 


287 


1919 


Hammond 


4 


A. L. Spohn 


21 


701 


1908 


Hartford City 


3 


A. L. Frantz 


12 


325 


1918 


Howe: 












Howe School 


4 


J. H. McKenzie 


11 


165 


1907 


Huntington 


4 


C. E. Byers 


18 


397 


1909 


Indianapolis: 












Manual Training 


4 


E. H. K. McComb 


79 


1447 


1908 


Shortridge 


4 


George Buck 


70 


1836 


1907 


Arsenal Technical 


4 


M. H. Stuart 


107 


2822 


1916 


Kendallville 


4 


P. C. Emmons 


10 


206 


1913 


Kokomo 


4 


C. E. Hinshaw 


24 


671 


1908 


Lafayette 


4 


J. H. Shock 


26 


557 


1908 


La Grange 


4 


O. A. Fleming 


4 


99 


1910 


La Porte 


4 


A. L. Trester 


14 


331 


1906 


I awrenceburg 


4 


Jesse Riddle 






1910 


Lebanon 


4 


Grace Norwood 


15 


357 


1918 


Ligonier 


4 


M. O. Renkenberger 


7 


101 


1915 


Logansport 


4 


J. J. Mitchell 


21 


561 


1908 


Madison 


4 


E. O. Muncie 


10 


210 


1913 


Marion 


4 


W. A. Stockinger 


28 


674 


1916 



44-A 



Type of School 



Name of Town (3 


, 4, 5 or 


6 Officer in Charge 


No. of 


Enroll- 


Date 


and School 


Years) 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Martinsville 


4 


Willis Holiman 


10 


276 


1917 


Michigan City 


4 


M. C. Murray 


15 


325 


1907 


Mishawaka 


4 


C. A. Semler 


12 • 


318 


1909 


Monticello 


4 


H. E. Elder 


8 


188 


1915 


Mount Vernon 


3*A 


W. S. Painter 


10 


195 


1909 


Muncie 


5 


J. L. Ward 


52 


610 


1908 


New Albany- 


4 


C. B. McLinn 


18 


454 


1915 


New Castle 


4 


E. J. Llewelyn 


16 


417 


1909 


Noblesville 


4 


A. E. Harbin 


12 


247 


1909 


North Manchester 


4 


Howard Williams 


6 


137 


1911 


Notre Dame: 












Prep. School 


4 


Joseph Burke 


20 


433 


1919 


Oxford: 












Oak Grove Tp. . 


4 


C. W. Odell 


5 


69 


1919 


Pendleton 


6 


C. C. Carson 


8 


118 


1917 


Peru 


4 


J. W. Kendall 


16 


365 


1908 


Plymouth 


4 


D. R. Davis 


9 


192 


1913 


Portland 


4 


Grant Derbyshire 


11 


262 


1920 


Princeton 


4 


J. B. Fagan 


10 


255 


1913 


Rensselaer 


4^ 


C. R. Dean 


10 


237 


1908 


Richmond 


4 


W. G. Bate 


34 


878 


1906 


Rochester 


4 


A. L. Whitmer 


12 


271 


1908 


Rockport 


4 


J. H. Diehl 


8 


138 


1915 


Rushville 


4 


J. H. Scholl 


9 


180 


1909 


Saint Mary-of-the-Woods: 












Academy 


4 


Sister Cyrilla 


14 


170 


1920 


Salem: 












Washington Tp. 


4 


H. E. McKusic 


9 


235 


1917 


Seymour 


4 


Kate Andrews 


12 


288 


1917 


Shelbyville 


3 


M. D. Foland 


16 


343 


1908 


South Bend 


4 


J. S. McCowan 


52 


1195 


1906 


Sullivan 


4 


A. W. Youngblood 


10 


304 


1910 


Terre Haute: 












Garfield 


4 


T. W. Records 


35 


683 


1913 


Normal Training 


4 


Elizabeth Crawford 


6 


122 


1914 


Wiley _ 


4 


0. E. Connor 


36 


841 


1908 


Union City 


4 


Roy Wisehart 


8 


143 


1919 


Valparaiso 


4 


C. W. Boucher 


10 


271 


1908 


Vincennes 


3 


J. W. Foreman 


20 


438 


1915 


Wabash 


4 


M. C. Darnall 


11 


263 


1909 


Warsaw 


4 


J. M. Leffell 


10 


292 


1918 


Washington 


4 


A. O. Fulkerson 


11 


296 


1909 


West Lafayette 


6 


F. A. Burtsfield 


9 


184 


1914 


Whiting 


4 


L. C. Grubb 


14 


200 


1910 


Winchester 


4 


O. R. Baker 


9 


134 


1915 


Total, 87. 




IOWA 








Albia 


4 
4 
4 
4 
4 
4 
4 
4 
4 
4 
4 




12 

13 

19 

7 

8 

9 

6 

7 

24 

35 

13 


337 
285 
414 
109 
170 
214 
184 
180 
553 
651 
135 


1914 


Algona 




1906 


Ames 




1914 


Alta 




1920 


Anamosa 




1917 


Audubon 




1910 


Bedford 




1915 


Belle Plaine 




1914 


Boone 




1910 


Burlington 
Carroll 




1908 




1908 


Cedar Falls: 






High School 

I. S. T. C. High School 


4 




12 


260 


1909 


4 




8 


133 


1913 




45-A 









Name of Town 
and School 

Cedar Rapids 


Type Officer in Charge No. cf 
of H. S. (Supt. or Prin.) Teachers 

4 43 


Enroll 
ment 

1061 
353 
363 
321 
323 
180 
184 
561 
241 
228 
938 
233 
336 
876 
216 
196 

1504 
1059 

1525 

520 
104 
235 
172 
130 
170 
373 
567 
195 
405 
238 
220 
263 
398 
531 
259 
430 
210 

80 
167 
187 
167 
245 
221 
156 
207 
651 
710 
221 
150 
282 

"214 

373 
143 

481 
102 
704 


Date 

Accredited 

1905 


Centerville 


4 


15 


1906 


Charles City 


4 


14 


1908 


Cherokee 


4 


15 


1908 


Ciarinda 


4 


13 


1909 


Clarion 


4 


9 


1917 


Colfax 


4 


10 


1916 


Clinton 


4 


25 


1920 


Corning 


4 


12 


1912 


Corydon 


4 


9 


1908 


Council Bluffs 


4 


35 


1907 


Cresco 


4 


10 


1907 


Creston 


4 


uy 2 


1908 


Davenport 


3 


38 


1908 


Decorah 


4 


9 


1907 


Denison 


3 


9 


1910 


Des Moines: 
East 


4 


67 


1905 


North 


4 


46 


1905 


West 


4 


70 


1905 


Dubuque: 
High School 


4 


26 


1906 


Mount St. Joseph 
Eagle Grove 


4 


4 


1918 


4 


11 


1906 


Eldora 


3 


8 


1917 


Elkader 


4 


7 


1912 


Emmetsburg 
Fairfield 


3 


11 


1915 


4 


17 


1912 


Fort Dodge 


4 


26 


1908 


Fort Madison 


4 


10 


1912 


Grinnell 


4 


20 


1904 


Hampton 


6 


13 


1917 


Harlan 


4 


12 


1919 


Independence 
Indianola 


4 


12 


1910 


4 


18 


1910 


Iowa City 


4 


29 


1905 


Iowa Falls 


4 


11 


1913 


Keokuk 


4 


14 


1905 


Knoxville 


4 


11 


1919 


Lamoni: 

Graceland Academy 
Le Mars 


4 


5 


t 
1920 


4 


9 


1914 


Logan 
Lyons 
Manchester 


4 


7 


1914 


4 


9 


1916 


4 


10 


1907 


Maquoketa 

Marengo 

Marion 


5 


10 


1906 


4 


7 


1908 


4 


10 


1917 


Marshalltown 


5 


30 


1908 


Mason City 
Missouri Valley 
Monticello 


4 


36 


1910 


4 


9 


1908 


4 


7 


1915 


Mt. Pleasant 


4 


13 


1913 


Muscatine 


4 




1909 


New Hampton 
Newton 


4 


8 


1919 


6 


18 


1908 


Onawa 


4 


6 


1908 


Oskaloosa: 
High School 


4 


22 


1908 


Penn College Academy 
Ottumwa 


4 


5 


1914 


4 


30 


1908 




4 




1909 




46-A 







Name of Town 


Type 


Officer 


No. of 


Enroll- 


Date 


and School 


of H. S 


in Charge 


Teachers 


ment Accredited 


Red Oak 


4 
4 
4 
3 
4 
4 
4 




15 

6 

12 

15 

6 

79 
11 


385 
127 
188 
318 
104 
1323 
282 


1918 


Rock Rapids 




1918 


Sheldon 




1913 


Shenandoah 




1919 


Sibley 




1914 


Sioux City 




1908 


Spencer 




1909 


Spirit Lake 


4 

4 




8 
9 


163 
190 


1915 


Storm Lake 




1915 


Stuart 


3 




6 


147 


1920 


Tama 


4 

4 
4 
4 
4 




6 
8 

10 
9 

18 


132 
139 
221 
221 
365 


1919 


Toledo 




1919 


Villisca 




1916 


Vinton 




1914 


Washington 




1916 


Waterloo: 












East 


3 




13 


354 


1912 


West 


4 




21 


464 


1908 


Webster City 


4 




13 


328 


1913 


West Liberty 


4 




9 


172 


1907 


Total, 90. 




KANSAS 








Abilene 


4 


C. W. Wheeler 


18 


397 


1910 


Alma 


4 


W. A. Raymond 


6 


84 


1913 


Arkansas City 


3 


J. F. Gilliland 


14 


343 


1909 


Ashland 


4 


Carl H. Skinner 


7 


114 


1920 


Atchison 


4 


F. E. Long 


15 


414 


1913 


Augusta 


4 


G. H. Marshall 


10 


200 


1920 


Bucklin 


4 


N. B. Mahuron 


6 


125 


1920 


Burlington 


4 


W. S. Rupe 


11 


301 


1912 


Chanute 


3 


J. F. Hughes 


10 


240 


1911 


Chapman: 












Dickinson County 


4 


O. O. Smith 


12 


187 


1913 


Cherryvale 


4 


N. A. Baker 


9 


256 


1912 


Clay Center: 












Clay County 
Colby: 
Thomas County 


4 


W. S. Robb 


13 


338 


1911 


4 


L. A. Winsor 


8 


119 


1917 


Concordia 


4 


J. E. Edgerton 


13 


299 


1910 


Dodge City 


4 


A. L. Stickel 


14 


281 


1912 


Effingham: 












Atchison County 


4 


J. A. Devlin 


9 


162 


1911 


El Dorado 


4 


C. F. Smith 


16 


383 


1911 


Ellsworth 


4 


Sadie Van Aken 


7 


180 


1915 


Emporia: 












High 


4 


Rice E. Brown 


24 


603 


1908 


Normal 


3 


Maude E. Minrow 


4 


149 


1916 


Eureka 


4 


A. M. Herron 


10 


235 


1917 


Fort Scott 


4 


R. H. Hughes 


25 


496 


1906 


Garden City 


3 


E. F. Monroe 


12 


133 


1913 


Garnett 


4 


C. H. Oman 


8 


174 


1911 


Girard 


4 


E. J. Knight 


8 


188 


1919 


Goodland: 












Sherman County 


4 


Louis Ringwalt 


6 


141 


1920 


Great Bend 


4 


H. H. VanFleet 


11 


280 


1912 


Hays 


4 


A. G. Marple 


7 


134 


1918 


Hiawatha 


4 


Albert S. Bigelow 


10 


241 


1909 


Hoisington 


6 


H. L. Stevens 


8 


225 


1916 


Holton 


3 


C. A. McCollough 


8 


137 


1914 


Horton 


6 


F. M. Thompson 


10 


206 


1918 


Humboldt 


4 


C. M. Hilleary 


7 


168 


1914 



47-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll 


Date 


and School 


of H. S. 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Hutchinson 


3 


Geo. F. Brooks 


27 


690 


1906 


Independence: 












Montgomery County 


4 


S. M. Nees 


18 


437 


1911 


Iola 


4 


Wm. P. Harriss 


16 


457 


1908 


Junction City 


4 


H. E. Chandler 


10 


207 


1906 


Kansas City: 












Argentine 


4 


F. L. Schlagle 


9 


217 


1915 


Central 


4 


Clarence T. Rice 


47 


1360 


1906 


Sumner 


4 


J. A. Hodge 


13 


305 


1913 


Kingman 


4 


A. F. Olney 


13 


258 


1911 


Kinsley 


4 


Miriam Smyth 


7 


144 


1913 


Lawrence: 












High 


4 


F. H. Olney 


28 


683 


1906 


Oread Training 


4 


H. W. Nutt 


4 


90 


1920 


Leavenworth 


4 


O. B. Seyster 


20 


502 


1906 


Lindsborg 


4 


Elmer Ahlstedt 


6 


129 


1919 


Manhattan 


4 


F. E. Alder 


18 


518 


1915 


Mankato 


4 


0. N. Berry 


8 


178 


1916 


Marion 


4 


W. J. Poundstone 


7 


176 


1913 


Marysville 


4 


C. O. Smith 


14 


161 


1912 


McPherson: 












High 


4 


R. W. Potwin 


12 


242 


1911 


McPherson Col. Acad. 


4 


J. A. Blair 


8 


212 


1920 


Minneapolis 


6 


O. R. Farris 


9 


185 


1912 


Neodesha 


6 


W. W. McConnell 


18 


253 


1913 


Newton: 












High 


4 


B. F. Martin 


15 


394 


1911 


Bethel Col. Academy 


4 


J. W. Kliewer 


7 


128 


1913 


Nickerson: 












Reno County 


4 


F. A. Mundell 


13 


199 


1911 


Olathe 


4 


Annie N. Shafer 


11 


257 


1911 


Ottawa: 












High 


4 


B. E. Gowans 


14 


393 


1918 


Univ. Academy 


4 


Lulu M. Brown 


5 


67 


-1914 


Paola 


4 


O. C. Graber 


11 


256 


1908 


Parsons - 


4 


Allen Piatt 


17 


421 


1916 


Phillipsburg 


4 


Sheldon Frick 


6 


135 


1920 


Pittsburg 


4 


J. L. Hutchinson 


18 


514 


1914 


Rosedale 


4 


A. G. Tritt 


10 


165 


1915 


Sabetha 


4 


W. E. Nelson 


7 


160 


1912 


Salina 


4 


R. H. McWilliams 


26 


636 


1910 


Seneca 


4 


Frank E. Alsup 


6 


85 


1920 


Stafford 


4 


M. G. Cleary 


11 


190 


1911 


Sterling 


4 


J. W. E. Stogsdill 


10 


174 


1911 


Topeka: 












High 


4 


R. R. Cook 


48 


1222 


1906 


Bethany Col. Academy 


4 


Marinda P. Davis 


9 


69 


1917 


Wakeeney: 












Trego County 


4 


J. N. Niesley 


7 


136 


1912 


Wamego 


4 


C. H. Rush 


8 


141 


1917 


Washington 


4 


C. Kraemer 


8 


165 


1920 


Wellington: 












Sumner County 


4 


A. K. Loomis 


17 


409 


1906 


Wichita 


4 


L. W. Brooks 


66 


1584 


1906 


Winfield 


6 


Will French 


22 


662 


1908 


_ Total, 78. 




MICHIGAN 








Adrian 


3 


C. H. Griffey 


20 


376 


1904 


Albion 


6 


Don Harrington 


15 


322 


1907 


Allegan 


4 


A. H. Robertson 


12 


268 


1919 


Alma 


4 


J. W. Kelder 


12 


316 


1912 



48-A 



Name of Town 


Type 
of EL S 


Officer 


No. of 


Enroll 


Date 


and School 


1. in Charge 


Teachers 


ment 


Accredited 


Alpena 


4 


George Curtis 


12 


271 


1914 


Ann Arbor 


5 


L. L. Forsythe 


32 


775 


1904 


Battle Creek 


4 


H. R. Atkinson 


35 


1074 


1904 


Belding 


4 


S. J. Skinner 


8 


148 


1917 


Benton Harbor 


4 


F. A. Jensen 


20 


467 


1906 


Bessemer 


4 


C. R. Cobb 


8 


225 


1905 


Big Rapids: 












High School 


4 


H. A. Von Buskirk 


10 


234 


1909 


Ferris Institute 


4 


G. Masselink 


10 


300 


1914 


Birmingham 


3 


C. Vliet 


10 


180 


1912 


Boyne City 


4 


A. A. Metcalf 


8 


172 


1911 


Cadillac 


4 


C W. Crandall 


11 


303 


1907 


Calumet 


4 


E. J. Hall 


40 


932 


1904 


Charlevoix 


4 


H. A. Craig 


7 


155 


1914 


Charlotte 


5 


C. H. Carrick 


11 


347 


1904 


Cheboygan 


4 


W. L. Barr 


9 


246 


1914 


Coldwater 


4 


I. F. King 


11 


350 


1904 


Croswell 


4 


G. E. Powers 


5 


165 


1916 


Crystal Falls 


4 


W. D. Hill 


9 


190 


1908 


Detroit: 












Cass 


4 


B. F. Comfort 


85 


1053 


1916 


Central 


4 


D. Mackenzie 


74 


2429 


1904 


University School 


4 


D. H. Fletcher 


2 


28 


1905 


Eastern 


4 


L. B. Mann 


57 


1519 


1904 


Liggett 


4 


Ella M. Liggett 


15 


192 


1909 


Northern 


4 


George Bechtel 


94 


1780 


1918 


Northeastern 


6 


C. N. Novak 


69 


1303 


1918 


Northwestern 


6 


E. L. Miller 


120 


2757 


1915 


Nordstrum 


6 


G. W. Murdock 


41 


779 


1916 


Southeastern 


6 


J. H. Corns 


64 


1324 


1920 


U. of Detroit Prep. 


4 


W. F. Foley 


21 


480 


1917 


Western 


4 


I. E. Chapman 


42 


964 


1905 


Dollar Bay 


4 


T. R. Davis 


8 


106 


1910 


Dowagiac 


4 


A. F. Frazee 


14 


299 


1906 


East Jordan 


6 . 


M. R. Keyworth 


7 


128 


1917 


Eseanaba 


4 


W. E Olds 


20 


410 


1909 


Flint 


4 


L. S. Parmelee 


37 


1033 


1910 


Fremont 


4 


E. H. Babcock 


7 


165 


1914 


Gladstone 


4 


E. J. Willman 


7 


182 


1911 


Grand Haven 


4 


A. Dondineau 


12 


273 


1909 


Grand Ledge 


4 


J. Sawdon 


8 


207 


1916 


Grand Rapids: 












Calvin College Prep. 


4 


A. J. Rooks 


12 


273 


1914 


Central 


4 


J. B. Davis 


41 


979 


1905 


South 


6 


A. W. Krause 


31 


1284 


1917 


Union 


6 


I. B. Gilbert 


49 


1192 


1912 


Greenville 


4 


A. R. Shigley 


9 


223 


1914 


Hancock 


4 


H. A. Gilruth 


14 


265 


1904 


Harbor Springs 


4 


W. B. Beadle 


6 


120 


1916 


Hart 


4 


E. Blanchard 


8 


154 


1914 


Hastings 


4 


C. E. Ehle 


16 


370 


1909 


Highland Park 


6 


Wm. Prakken 


42 


879 


1914 


Hillsdale 


4 


S. J. Gier 


11 


330 


1910 


Holland 


4 


E. E. Fell 


20 


427 


1909 


Houghton 


4 


A. Goodale 


16 


237 


1906 


Howell 


4 


C. V. Courter 


12 


270 


1916 


Hudson 


4 


R. S. Head 


6 


183 


1914 


Ionia 


4 


A. A. Rather 


10 


244 


1907 


Iron Mountain 


4 


M. B. Travis 


14 


282 


1904 


Iron River 


6 


Wm. D. Byrnes 


18 


354 


1916 


Ironwood 


4 


E. T. Duffield 


24 


403 


1909 


Ishpeming 


4 


R. P. Davis 


19 


472 


1909 



49-A 



Name of Town 
and School 

Ithaca 

Jackson 

Kalamazoo: 

High School 

Normal High 
Lake Linden 
Lansing 
Lapeer 
Lowell 
Ludington 
Manistee 
Manistique 
Marine City 
Marshall 
Marquette: 

High School 

Normal High 
Mason 
Menominee 
Midland 
Mt. Clemens 
Mt. Pleasant 
Monroe: 

High School 

St. Mary's Academy 
Munising 
Muskegon 
Negaunee 
Newberry 
Niles 
Norway 
Ontonagon 
Otsego 
Owosso 
Painesdale 
Paw Paw 
Petoskey 
Plymouth 
Pontiac 
Port Huron 
Portland 
River Rouge 
Royal Oak 
Saginaw: 

East 

Arthur Hill 
Sault Ste. Marie 
South Haven 
St. Johns 
St. Joseph 
St. Louis 
Stambaugh 
Sturgis 
Tecumseh 
Three Rivers 
Traverse City 
Vicksburg 
Wakefield 
Wayne 
Wyandotte 
Ypsilanti 
Zeeland 

Total, 121. 



Type 


Officer 


No. of 


Enroll 


Date 


of H. S. 


in Charge 


Teachers 


ment 


Accredited 


4 


Lewis Grettenberger 


8 


191 


1916 


3 


F. L. Bliss 


23 


597 


1905 


4 


C. A. Fisher 


42 


897 


1904 


4 


Olive J. Smith 


5 


171 


1917 


6 


L. P. Holliday 


10 


232 


1909 


4 


C. E. LaFurge 


50 


1250 


1904 


4 


E. E. Irwin 


6 


235 


1915 


3 


C. W. Appleton 


7 


165 


1914 


4 


H. E. Waits 


14 


280 


1909 


4 


A. G. Stead 


IS 


303 


1905 


4 


T. W. Clemo 


10 


287 


1907 


6 


T. B. Thompson 


11 


158 


1918 


4 


F. E. King 


H) 


227 


1904 


4 


A. R. Watson 


16 


325 


1904 


4 


S. S.' Stockwell 


5 


70 


1920 


6 


W. L. Reed 


7 


162 


1916 


6 


J. L. Silvernale 


21 


523 


1907 


3 


J. Schafer 


11 


244 


1912 


4 


L. W. Fast 


8 


216 


1907 


4 


G. E. Ganiard 


9 


285 


1914 


4 


Dean Spencer 


11 


256 


1906 


4 


Sister Immaculata 


8 


213 


1919 


4 


E. L. Abell 


7 


159 


1916 


5 


J. A. Craig 


63 


1149 


1904 


6 


E. D. Dennison 


26 


502 


1909 


4 


L. P. Koepfgen 


7 


127 


1917 


6 


0. W Haisley 


13 


260 


1918 


4 


G. L. Greenwalt 


8 


168 


1908 


6 


E. W. Mackey 


5 


100 


1912 


4 


C. R. Johnson 


5 


121 


1908 


4 


C. C. Tuck 


13 


378 


1910 


5 


Fred Jeffers 


7 


224 


1914 


6 


O. W. Kaye 


6" 


139 


1914 


5 


P. G. Lantz 


11 


289 


1908 


4 


G. A. Smith 


6 


156 


1916 


4 


S. M. Dudley 


_ 28 


666 


1905 


4 


H. A. Davis 


25 


537 


1905 


4 


Mr. Bryan 


5 


126 


• 1911 


6 


W. H Tedrow 


8 


193 


1911 


6 


Frank Hendry 


10 


251 


1917 


4 


H. S. Doolittle 


43 


939 


1904 


4 


A. G. Morrison 


24 


540 


1904 


4 


G. W. Bemer 


23 


514 


1909 


4 


H. L. Harrington 


13 


282 


1907 


4 


F. P. Buck 


9 


228 


1907 


5 


E. P. Clarke 


13 


215 


1904 


4 


C. M. McCallum 


6 


144 


1912 


3 


H. M. Armstrong 


9 


150 


1919 


3 


C. M. Ferner 


12 


222 


1918 


4 


E. E. Crampton 


7 


156 


1920 


5 


F. W. Crawford 


12 


239 


1907 


4 


L. L. Tyler 


18 


421 


1904 


4 


A. N. Nutten 


6 


118 


1920 


4 


J. F. Reed 


5 


100 


1914 


4 


J. D. La Rue 


7 


176 


1917 


6 


F. W. Frostic 


16 


381 


1906 


4 


E. E. Piper 


14 


367 


1909 


4 


W. L. Fuehrer 


7 


144 


1916 



50-A 







MINNESOTA 








Name of Town 


Type 
of K. S 


Officer 


No. of 


Enroll 


Date 


and School 


1. in Charge 


Teachers 


ment 


Accredited 


Albert Lea 


4 


C. C. Baker 


20 


400 


1910 


Alexandria 


4 


F. M. Yockey 


13 


285 


1910 


Anoka 


4 


F. H. Koos 


11 


232 


1914 


Austin 


3 


H. E. Wheeler 


20 


389 


1904 


Bemidji 


4 


R. O. Bagby 


13 


258 


1911 


Biwabik 


4 


J. E. Lunn 


5 


100 


1915 


Blue Earth 


3 


R. A. Hill 


12 


182 


1908 


Brainerd 


4 


W. C. Cobb 


13 


294 


1911 


Buhl 


4 


M. D. Aygarn 


4 


80 


1917 


Canby 


3 


G E. Kidder 


9 


171 


1909 


Chisholm 


4 


J. P. Vaughan 


9 


230 


1912 


Cloquet 


4 


Peter Olesen 


9 


260 


1907 


Coleraine 


4 


J. A. Vandyke 


8 


132 


1911 


Duluth: 












Central 


4 


Leonard Young 


51 


1158 


1908 


R. E. Denfeld 


6 


James F. Taylor 


25 


375 


1915 


Ely 


4 


H. E. White 


16 


301 


1910 


East Grand Forks 


4 

4 




22 


365 


1911 


Eveleth 


C. H. Barnes 


1908 


Fairmont 


4 


D. S. Brainard 


15 


302 


1910 


Faribault: 












High 


6 


John Munroe 


29 


498 


1907 


Saint Mary's 


5 


Amy Louise Lowey 


8 


108 


1918 


Shattuck School 


4 


Chas. W. Newhall 


19 


237 


1920 


Gilbert 


6 


K. K. Tibbetts 


10 


181 


1910 


Glencoe 


4 


E. M. Mitchell 


5 


107 


1908 


Glenwood 


4 


L. H. Pryor 


10 


171 


1917 


Grand Rapids 


4 


E. A. Freeman 


11 


220 


1907 


Hastings 


4 


Paul R. Spencer 


11 


196 


1910 


Hector 


4 


G. W. Wisman 


8 


147 


1913 


Hibbing 


6 


C C. Alexander 


32 


558 


1909 


Hopkins 


4 


R. J. Mayo 


8 


130 


1915 


Hutchinson 


4 


Sam E. Tift 


13 


238 


1909 


Jackson 


4 


J. W. Fay 


9 


174 


1900 


Lake City 


4 


C. W. Brown 


11 


179 


1912 


Litchfield 


4 


W. W. Hollands 


10 


191 


1911 


Little Falls 


4 


F. W. Dobbyn 


14 


268 


1909 


Luverne 


4 


H. C. Bell 


8 


172 


1912 


Mankato 


6 


E. S. Selle 


32 


520 


1908 


Marshall 


4 


L. C. McCarty 


10 


197 


1912 


Minneapolis: 












Central 


4 


R. T. Hargreaves 


103 


2416 


1908 


East 


4 


S. W. Ehrman 


61 


1341 


1908 


North 


4 


W. W. Hobbs 


73 


1052 


1908 


South 


4 


Joseph Jorgens 


78 


1736 


1909 


West 


. 4 


L. N. McWhorter 


74 


1559 


1909 


University H. S. 


4 


W. S. Miller 


10 


224 


1915 


Northrop College 


4 


Elizabeth Carse 


10 


75 


1918 


Montevideo 


4 


J. J. Bohlander 


17 


351 


1909 


Moorhead 


4 


M. L. Jacobson 


12 


264 


1905 


Morris 


4 


Theodore Utne 


7 


101 


1914 


New Ulm 


4 


H. O. Hess 


14 


245 


1908 


Northfield 


4 


M. P. Fobes 


14 


326 


1910 


Owatonna 


4 


J. J. Skinner 


16 


304 


1915 


Park Rapids 


4 


A. M. Bank 


9 


154 


1915 


Pipestone 


6 


A. C. Tibbetts 


8 


194 


1912 


Red Wing 


3 


O. W. Herr 


19 


325 


1910 


Redwood Falls 


4 


S. E. Hargis 


10 


321 


1907 


Rochester 


3 


W. G. Bolcom 


26 


480 


1915 


St Cloud 


4 


C. H. Maxson 


20 


413 


1909 



Sl-A 



Name of Town 


Type 
of H. S 


Officer 


No. of 


Enroll- 


Date 


and School 


in Charge 


Teachers 


ment Accredited 


St. Paul: 












Bethel Academy 


4 


Alfred J. Wingblade 


7 


135 


1917 


Derham Hall 


4 


Sister Ste. Helene 


16 


160 


1917 


Central 


4 


J. E. Marshall 


69 


1696 


1906 


Humboldt 


4 


W. J. Little 


29 


487 


1910 


Johnson 


4 


John M. Guise 


35 


694 


1910 


Mechanics Arts 


4 


D. Lange 


49 


1145 


1916 


Summit School 


6 


Sarah Converse 


7 


65 


1920 


St. Peter 


4 


Emily Brown 


9 


180 


1916 


Sauk Centre 


4 


J. C. West 


10 


194 


1912 


Sleepy Eye 


4 


T. E. Lewis 


4 


111 


1914 


South St. Paul 


4 


D. E. Hickey 


12 


158 


1915 


Spring Valley 


4 


G. H. Tracy 


9 


155 


1911 


Staples 


3 


C. E. Young 


9 


163 


1916 


Stillwater 


4 


J. C. Davies 


17 


367 


1910 


Thief River Falls 


4 


W. A. Ziegler 


13 


420 


1911 


Two Harbors 


3 


C. E. Campton 


12 


259 


1906 


Virginia 


6 


P. P. Colgrove 


30 


489 


1910 


Wadena 


4 


E. B. Bothe 


7 


209 


1912 


Waseca 


4 


S. C. Huffman 


9 


156 


1907 


Wells 


4 


J. W. Petterson 


10 


125 


1910 


Willmar 


4 


Geo. O. Brohaugh 


12 


263 


1910 


Windom 


4 


E. T. Chesnut 


8 


170 


1911 


Winona 


5 


J. V. Voorhees 


22 


493 


1905 


Worthington 


3 


C. A. Patchin 


8 


212 


1900 


Total, 81. 




MISSOURI 








Bethany 


4 


R. W. Powell 


9 


200 


1917 


Boonville: 












Kemper Military 


4 


A. M. Hitch 


22 


456 


1907 


Carrollton 


4 


G. D. Deiterich 


9 


236 


1909 


Carthage 


4 


G. R. Deatherage 


16 


502 


1908 


Charleston 


4 


H. L. Jones 


6 


142 


1914 


Chillicothe 


4 


J. C. Stoy 


14 


346 


1910 


Clayton 


4 


E. E. Morton 


12 


201 


1914 


Columbia: 












High 


4 


S. C. Brightman 


17 


507 


1912 


Christian College 


4 


Rose Lisenby 


5 


72 


1910 


Stephens College 


4 


J. M. Wood 


2 


22 


1909 


Excelsior Springs 


4 


G. W. Diemer 


12 


222 


1919 


Ferguson 


4 


W. W. Griffith 


5 


100 


1915 


Fulton: 












High 


4 


J. T. Bush 


8 


202 


1917 


William Woods Co. 


4 


Martha Reid 


7 


92 


1915 


Synodical College 


4 


John James 


5 


50 


1920 


Fredericktown 


4 


E. O. Wiley 


6 


166 


1910 


Hannibal 


4 


L. McCartney 


13 


220 


1909 


Higginsville 


4 


D. W. Branam 


5 


132 


1916 


Independence 


4 


D. C. Elliott 


19 


486 


1917 


Jefferson City 


4 


W. M. Oakerson 


13 


329 


1915 


Joplin 


4 


H. E. Blaine 


33 


855 


1914 


Kansas City: 












Central 


4 


H. H. Holmes 


69 


2146 


1909 


Country Day School 


4 


Ralph Underhill 


6 


50 


1920 


Lincoln 


4 


J. R. E. Lee 


28 


623 


1907 


Manual Training 


4 


Porter Graves 


48 


1230 


1915 


Northeast 


4 


C. B. Reynolds 


51 


1507 


1914 


Rockhurst Academy 


4 


J. A. Wieands 


8 


161 


1918 


Westport 


4 


J. L. Shouse 


60 


1768 


1909 


Kennett 


4 


A. R. Curry 


6 


130 


1913 


Kirksville 


4 


Chas. Banks 


16 


411 


1918 



52-A 



Name of Town 


Type 
of H.S 


Officer in Charge 


No. of 


Enroll- 


Date 


and School 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Kirkwood 


4 

4 




13 
6 


250 
166 


1908 


Lebanon 


Roscoe Cramer 


1914 


Lexington: 












High 


4 


L. H. Bell 


8 


172 


1912 


Central College Acad. 


4 


Z. M. Williams 


4 


67 


1918 


Wentworth Mil. Acad. 


4 


A. W. Clemens 


18 


360 


1918 


Maplewood 


4 


J. Richmond 


10 


225 


1911 


Marshall 


4 


R. B. Finley 


12 


259 


1917 


Maryville 


4 


J. M. McDonald 


12 


328 


1908 


Mexico: 












High 


4 


J. G. Merideth 


14 


303 


1907 


Hardin Coll. Acad. 


4 


J. W. Million 


5 


55 


1914 


Missouri Mil. Acad. 


4 


E. Y. Burton 


11 


201 


1918 


Moberly 


4 


P. P. Callaway 


13 


421 


1920 


Nevada: 




9 








High 


4 


J. C. Harmon 


13 


385 


1915 


Cottey College Acad. 


4 


Virginia James 


v 4 


96 


1920 


Paris 


4 


R. M. Magee 


7 


169 


1914 


Poplar Bluff 


4 


A. F. Morrison 


8 


260 


1920 


Parkville: 












Park College Acad. 


4 


Mary R. Harrison 


8 


60 


1920 


Springfield 


4 


L. A. Doran 


46 


1377 


1920 


St. Charles: 












Lindenwood Col. Acad. 


3 


Lucinda Templin 


4 


113 


1914 


St. Joseph: 












Benton 


4 


C. M. Hobart 


11 


230 


1916 


Central 


4 


J. W. Thalman 


33 


722 


1908 


St. Louis: 












Central 


4 


Chester B. Curtis 


70 


1740 


1908 


Cleveland 


4 


H. F. Hoch 


59 


1499 


1915 


Loyola Hall 


4 


W. F. Hendricks 


6 


150 


1915 


McKinley 


4 


Armand R. Miller 


54 


1469 


1908 


Soldan 


4 


J. R. Powell 


71 


1923 


1910 


Sumner 


4 


F. L. Williams 


38 


1016 


1911 


St. Louis Academy 


4 


Christopher Kohne 


16 


410 


1918 


The Principia 


4 


Frederic E. Morgan 


12 


201 


1915 


Yeatman 


4 


H. M. Butler 


55 


1205 


1908 


Savannah 


4 


J. C. Godbey 


9 


186 


1912 


Shelbina 


4 


T. W. King 


9 


198 


1910 


Tarkio 


4 


J. A. Higdon 


7 


128 


1918 


Vandalia 


4 


A. M. Fourt 


5 


119 


1917 


Webb City 


4 


C. A. Greene 


12 


344 


1913 


Webster Groves 


4 


J. Hixson 


18 


405 


1907 


Wellston 


4 


Julia B. Griswold 


8 


115 


1916 


West Plaines 


4 


J. R. Martin 


7 


187 


1920 


Total, 68. 




MONTANA 








Anaconda 


4 


Chester A. Marr 


18 


396 


1907 


Big Timber: 
Sweet Grass County 


4 


W. C. Ryan 


8 


110 


1914 


Billings 
Butte 


4 


M. C. Dietrich 


26 


584 


1910 


4 


B. E. Millikin 


47 


1040 


1911 


Bozeman: 
Gallatin County 


4 


E. J. Parkin 


26 


450 


1911 


Boulder: 
Jefferson County 


4 


A. T. Peterson 


6 


85 


1919 

•i r\ \ A 


Chinook 


4 


J. B. Tucker 


8 


98 


1914 


Choteau: 

Teton County 
Columbus 


4 
4 


R. F. Williamson 
Fred W. Graff 


6 

7 


96 
81 


1915 
1916 



53-A 



Name of Town 


oir*. 


Officer in Charge 


No. of 


Enroll 


Date 


and School 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Deer Lodge: 












Powell County 


4 


F. A. Stejer 


7 


140 


1912 


Dillon: 












Beaverhead County- 


4 


C. G. Manning 


11 


151 


1914 


Fort Benton: 












Chouteau County 


4 


C. M. Luce 


5 


94 


1916 


Forsyth 


4 


E. C. Bussert 


6 


97 


1915 


Glasgow 


4 


D. S. Williams 


8 


122 


1916 


Glendive: 












Dawson County 


4 


R. L. Hunt 


11 


174 


1913 


Great Falls 


4 


H. T. Steeper 


34 


855 


1914 


Hamilton 


4 


Don C. Taylor 


9 


120 


1914 


Havre 


4 


Grace M. Easter 


10 


167 


1914 


Helena: 












High School 


4 


Albert J. Roberts 


14 


360 


1910 


Mt. St. Charles Acad. 


4 


John J. Tracy 


9 


108 


1919 


Kalispell: 












Flathead County 


4 


F. O. Randall 


25 


672 


1911 


Lewistown: 






- 






Fergus County 


4 


F. L. Cummings 


30 


603 


1913 


Libby 


4 


J. S. Pitts 


5 


70 


1920 


Livingston: 




- 








Park County 


4 


C. V. Brown 


14 


267 


1914 


Miles City: 












Custer County 


4 


J. A. Woodard 


13 


249 


1914 


Missoula: 












Missoula County 


4 


G. A. Ketcham 


25 


610 


1914 


Philipsburg: 












Granite County 


4 


B. A. Leonard 


8 


103 


1915 


Red Lodge: 












Carbon County 


4 


C. W. Thompson 


11 


212 


1915 


Roundup 


4 


Irvin B. Collins 


8 


130 


1919 


Townsend: 


"* 










Broadwater County 


4 


F. F. Sparks 


6 


64 


1919 


Valier 


4 


C. B. Minner 


5 


61 


1920 


Whitefish 


4 


H. L. Hayden 


5 


82 


1920 


Total, 32. 




NEBRASKA 








Adams 


5 


W. E. Hager 


5 


72 


1920 


Albion 


4 


L. J. Surface 


9 


221 


1915 


Alliance 


4 


W. R. Pate 


9 


208 


1914 


Ashland 


4 


R. B. Carey 


7 


148 


1910 


Auburn 


4 


S. E. Clark 


9 


168 


1910 


Aurora 


4 


J. A. Doremus 


10 


208 


1911 


Beatrice 


4 


J. Gilbert 


19 


467 


1908 


Blair 


6 


W. H. Myers 


8 


195 


1908 


Bloomfield 


4 


A. B. Rich 


6 


112 


1919 


Bridgeport 


4 


E. L. Novotny 


5 


85 


1919 


Broken Bow 


4 


H. G. Hewitt 


9 


236 


1915 


Cambridge 


4 


J. L. McCommons 


6 


112 


1918 


Central City 


4 


Beulah A. Dexter 


9 


187 


1915 


Chadron 


4 


T. R. Crawford 


6 


70 


1918 


Columbus 


4 


O. L. Webb 


12 


285 


1910 


Crete 


4 


0. H. Velte 


8 


166 


1910 


Curtis: 












Nebraska Agri. School 


4 


C. K. Morse 


7 


148 


1920 


David City 


4 


R. R. McGee 


10 


195 


1918 


Exeter 


6 


C. B. Mapes 


8 


86 


1918 


Fairbury 


5 


W. H. Morton 


17 


310 


1908 


Fairfield 


4 


W. H. Steinbach 


6 


106 


1915 



54-A 



Name of Town 


Type 

of ES 


Officer 


No. of 


Enroll- 


Date 


and School 


in Charge 


Teachers 


ment Accredited 


Fairmont 


4 


Earl Broadston 


' 4 


74 


1918 


Falls City 


4 


B. H. Groves 


9 


253 


1908 


Franklin Academy 


4 


G. W. Mitchell 


8 


102 


1910 


Fremont 


.4 


L. C. Wicks 


16 


391 


1907 


Friend 


3 


Don R. Leech 


6 


84 


1911 


Fullerton 


4 


C. E. Claar 


6 


135 


1913 


Geneva 


4 


L. W. Weisel 


9 


160 


1913 


Gothenburg 


3 


C. E. Collett 


6 


135 


1917 


Grand Island 


4 


R. J. Barr 


18 


462 


1909 


Harvard 


4 


H. S. Harris 


6 


133 


1915 


Hastings: 












High School 


3 


R. W. Johnson 


24 


458 


1906 


Academy 


4 


R. B. Crene 


5 


37 


1909 


Havelbck 


4 


Frank E. Adams 


7 


132 


1912 


Hebron: 












High 


4 


J. H. Dorsey 


6 


118 


1918 


Academy 


4 


W. L. Young 


6 


73 


1920 


Holdrege 


4 


Dell Gibson 


9 


237 


1909 


Humboldt 


4 


V. M. Wiest 


5 


118 


1914 


Kearney 


4 


A. L. Caviness 


14 


323 


1909 


Kimball County 


4 


C. P. Beale 


6 


97 


1917 


Lexington 


4 


Percy A. Adams 


7 


196 


1915 


Lincoln : 












High 


4 


Frank G. Pickell 


73 


1816 


1905 


Teachers College High 




C. W. Taylor 


6 


126 


1911 


Lyons 


4 


Clarence Linton 


6 


91 


1920 


McCook 


6 


J. A. True 


9 


169 


1910 


Madison 


4 


W. B. Ireland 


5 


101 


1917 


Minden 


4 


B. H. Bracken 


10 


157 


1915 


Nebraska City 


4 


W. G. Brooks 


10 


243 


1908 


Neligh 


4 


James Skinkle 


7 


128 


1918 


Nelson 


4 


G. W. Rosenlof 


S 


99 


1917 


Norfolk 


4 


J. M. Showalter 


14 


315 


1908 


North Bend 


4 


H. R. Partridge 


5 


88 


1917 


North Platte 


3 


Wilson Tout 


8 


161 


1909 


Oakland 


4 


O. H. Bimson 


4 


110 


1918 


Omaha: 












Central 


4 


J. G. Masters 


83 


1978 


1905 


Benson 


4 


Mary McNamara 


• 6 


91 


1914 


South 


4 


R. M. Marrs 


27 


548 


1907 


Creighton Academy 


4 


R. M. Kelly 


18 


378 


1917 


Ord 


4 


E. M. Hosman 


8 


140 


1918 


Osceola 


4 


A. L. Embree 


7 


144 


1918 


Pawnee City 


4 


C. R. Bigelow 


8 


180 


1909 


Plattsmouth 


4 


Carl E. Pratt 


9 


195 


1919 


Randolph 


6 


F. C. Grant 


7 


109 


1920 


Ravenna 


4 


E. W. Lantz 


7 


130 


1915 


Red Cloud 


3 


A. T. Holtzen 


7 


9 


1915 


Schuyler 


6 


Ira G. Wilson 


9 


188 


1914 


Scottsbluff 


6 


N. L. Tyson 


10 


218 


1914 


Seward 


3 


R. D. Moritz 


9 


167 


1909 


Shelton 


4 


Arnold Stecher 


5 


78 


1913 


Sidney 


4 


W, J. Braham 


5 


141 


1917 


Stanton 


4 


W. E. Flake 


6 


105 


1918 


Stromsburg 


4 


D. R. Arnold 


8 


105 


1920 


Superior 


5 


H. H. Theisen 


12 


263 


1908 


Tecumseh 


4 


L. R. Gregory 


10 


162 


1908 


Tekamah 


4 


H. H. Reimund 


10 


138 


1913 


University Place: 












High 


S 


A. H. Dixon 


16 


256 


1910 


Wesleyan Academy 


4 


R. W. Deal 


5 


48 


1908 



55-A 



Name o f Town 


Type 


Officer in Charge 


No. of 


Enroll- 


Dete 


and School 


of H.S 


■. (Supt. of Pren.) 


Teachers 


ment 


Accredited 


Wahoo: 












High 


4 


H. J. Freeborn 


8 


196 


1910 


Lutheran Academy 


4 


A. T. Seashore 


7 


95 


1920 


Walthill 


3 


John Ludwickson 


6 


51 


1920 


Wayne 


S 


J. R. Armstrong 


7 


137 


1917 


West Point 


4 


O. A. Wirsig 


6 


127 


1918 


York: 












High 


6 


A. W. Graham 


13 


309 


1906 


Academy 


4 


Edith M. Callender 


2 


38 


1915. 


Total, 84. 




NEW MEXICO 








Albuquerque 


4 


G. B. Jones 


23 


488 


1917 


Alamogordo: 












Otero County 


4 


C. E. Grover 


8 


147 


1919 


Artesia 


4 


R. L. Paris 


9 


142 


1919 


Carlsbad 


4 


W. A. Poore 


7 


147 


1917 


Clayton 


4 


H. N. McClellan 


4 


85 


1919 


Clovis 


4 


E. W. Bowyer 


9 


225 


1919 


Deming: 












Luna County 


4 


E. D. Martin 


7 


155 


1918 


East Las Vegas: 












High 


4 


W. B. McFarland 


5 


65 


1918 


Normal Univ. Prep. 


4 


F. H. H. Roberts 


9 


172 


1917 


Farmington 


4 


H. J. Salsbury 


4 


68 


1920 


Fort Sumner 


4 


B. H. Kirk 


5 


45 


1920 


Gallup: 












McKinley County 


4 


J. L. G. Swinney 


5 


54 


1919 


Las Cruces 


4 


Fannie French 


8 


111 


1918 


Raton: 












Colfax County 


4 


L. C. Rhoads 


9 


217 


1918 


Roswell: 












High 


4 


D. N. Pope 


16 


327 


1918 


^ N. M. Military Inst. 


4 


J. W. Willson 


16 


230 


1917 


Santa Fe 


6 


E. C. Best 


6 


72 


1917 


Silver City: 












N*. M. Normal Prep. 


4 


W. O. Hall 


10 


169 


1917 


State College: 












Agric. Col. Prep. 


4 


John H. Vaughan 


7 


143 


1917 


Tucumcari 


6 


U. O. Anderson 


9 


159 


1919 



Total, 20. 



NORTH DAKOTA 



Aneta 

Beach 

Bismarck 

Bottineau 

Bowman 

Cando 

Carrington 

Casselton 

Cavalier 

Cooperstown 

Crosby 

Devils Lake 

Dickinson 

Drayton 

Edgeley 

Egeland 

Ellendale 

Enderlin 



4 


Lytle W. Adams 


3 


79 


1920 


4 


R. M. Lewis 


6 


95 


1914 


4 


J. M. Martin 


13 


267 


1912 


4 


Vernum L. Mangun 


8 


203 


1910 


4 


C. J. N. Nelson 


6 


93 


1919 


4 


G. J. Lufgren 


8 


105 


1910 


4 


Ernest T. Smith 


8 


143 


1911 


4 


H. H. Kirk 


6 


104 


1913 


4 


T. A. Gustafson 


4 


100 


1915 


4 


E. E. Hanson 


7 


114 


1915 


4 


V. F. Goddard 


6 


87 


1920 


4 


Chas. A. Kittrell 


9 


205 


1908 


4 


P. S. Berg 


9 


137 


1911 


4 


H. H. Felkeman 


4 


63 


1920 


4 


Emmet McKenna 


6 


84 


1915 


4 


K. A. Rygh 


5 


93 


1920 


4 


F. B. Harrington 


3 


78 


1919 


4 


T. O. Sweetland 


5 


88 


1918 



56-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll- 


Daet 


and School 


of H. S. 


(Suptor Prin.) 


Teachers 


ment 


Accredited 


Fargo : 












High 


3 


Arthur Deamer 


30 


656 


1907 


A. C. Model 


4 


C. G. Carlson 


7 


181 


1911 


Grafton 


4 


R. B. Murphy 


9 


190 


1908 


Grand Forks 


4 


P. H. Lehman 


25 


565 


1907 


Granville 


4 


J. J. Harder 


4 


66 


1920 


Hankinson 


4 


E. J. Taylor 


4 


93 


1918 


Hettinger 


4 


E. D. Wickham 


6 


85 


1920 


Hillsboro 


4 


O. I. Shefloe 


6 


122 


1919 


Hope 


4 


Walter Schwalje 


3 


67 


1913 


Jamestown 


3 


N. C. Koontz 


9 


206 


1908 


Kenmare 


4 


W. A. Godward 


6 


159 


1910 


Lakota 


4 


J. E. Bjorlie 


5 


87 


1911 


LaMoure 


4 


J. A. Johnson 


7 


110 


1913 


Larimore 


4 


L. A. Herdle 


5 


100 


1912 


Lidgerwood 


4 


R. A. Trubey 


7 


93 


1919 


Lisbon 


4 


W. B. Simcox 


5 


123 


1912 


Mandan 


4 


C. L. Love 


13 


190 


1913 


Marmarth 


4 


A. W. Bergan 


4 


41 


1920 


McVille 


4 


A. J. Bergum 


6 


96 


1920 


Mayville 


4 


Oscar Erickson 


6 


111 


1918 


Minot 


4 


Guy V. Newcomer 


16 


428 


1910 


New Rockford 


4 


H. H. Maxwell 


5 


99 


1914 


Oakes 


4 


J. C. Gould 


7 


111 


1916 


Park River 


4 


Leonard A. Moe 


7 


124 


1912 


Pembina 


6 


C. D. Curtis 


4 


67 


1920 


Rolla 


3 


B. E. Johnson 


4 


88 


1920 


Rugby 


4 


I. T. Simley 


5 


137 


1915 


Sentinel: 












^ Butte 


4 


Harry E. Emery 


5 


40 


1920 


Stanley 


4 


W. C. Rabe 


5 


55 


1920 


Steele 


4 


C. S. Torvend 


4 


53 


1915 


Towner 


4 


Herbert P. Eide 


4 


56 


1920 


University: 












Model 


4 


Adolph H. Kazda 


7 


131 


1912 


Valley City 


4 


G. W. Hanna 


13 


232 


1910 


Velva 


6 


J. H. Bradley 


6 


113 


1920 


Wahpeton 


4 


Martha Fulton 


6 


143 


1910 


Williston 


4 


Elizabeth N. Gill 


10 


261 


1911 


Total, 54. 




OHIO 








Akron: 












Central 


4 


L. W. MacKinnon 


42 


930 


1906 


South 


4 


C. J. Bowman 


37 


800 


1911 


West 


4 


E. L. Marting 


38 


872 


1914 


Alliance 


4 


J. E. Vaughan 


31 


726 


1912 


Amherst 


4 


Marion L. Steele 


6 


149 


1916 


Ashland 


4 


Ralph D. Richards 


15 


361 


1907 


Ashtabula 


4 


M. S. Mitchell 


22 


600 


1905 


Ashtabula Harbor 


6 


W. E. Wenner 


20 


491 


1912 


Athens: 












Central 


4 


Russell H. Rupp 


13 


296 


1918 


Jno. Hancock 


4 


J. H. Comstock 


5 


176 


1918 


Barberton 


4 


R. E. Copper 


20 


424 


1912 


Barnesville 


4 


W. A. Zaugg 


8 


224 


1919 


Bellaire 


4 


J. V. Nelson 


17 


462 


1911 


Bellefontaine 


4 


E. S. Shuffleton 


11 


311 


1904 


Bellevue 


4 


C. M. Carrick 


12 


250 


1907 


Berea 


3 


Edith A. Longbon 


46 


135 


1914 


Bluffton 


4 


C. C. Nardin 


8 


197 


1912 


Bowling Green 


3 


D. C. Bryant 


13 


294 


1909 



57-A 



Name of Town 
and School 

Bridgeport 

Bryan 

Bucyrus 

Cambridge 

Canal Winchester 

Canton: 

McKinley 
Celina 
Chardon 
Chillicothe 
Cincinnati: 
Academy S. H. 
East Side 
Franklin School 
Hartwell 
Hughes 
St. Xavier 
University School 
Walnut Hills 
Woodward 
Circleville 
Cleveland: 
Central 
East 

East Technical 
Glenville 
Lincoln 
Loyola School 
South 
V University School 
West 

West Technical 
Y. Prep. School 
Cleveland Heights 
Columbiana 
Columbus: 
Academy Cap. Univ. 
East 
North 
South 
West 
Conneaut 
Coshocton 
Covington 
Crestline 
Cuyahoga Falls 
Danville: 

Buckeye 
Dayton: 
Steele 

Stivers Manual Training 
St. Mary College Acad. 
Defiance 
De Graff 
Delaware 
Delphos 
Dennison 
Dover 
E. Cleveland: 

Shaw 
E. Liverpool 
Eaton 



Type 


Officer in Charge 


No. of 


Enroll- 


Date 


of H. £ 


>. (Supt. or Prin.) 


Teachers 


ment 


Accredited 


4 


S. A. Gillett 


s 


141 


1916 


4 


R. C. Baker 


11 


263 


1907 


4 


John R. Patterson 


16 


450 


1907 


4 


H. L. Pine 


19 


-540 


1919 


4 


A. B. Weiser 


5 


116 


1916 


3 


John L. G. Pottorf 


38 


1141 


1909 


4 


C. V. Sensenbaugh 


7 


176 


1912 


4 


R. Ralph Standley 


6 


143 


1911 


4 


John A. Smith 


14 


406 


1905 


6 


Marjorie Erskine 


4 


33 


1918 


4 


E. D. Lyons 


SO 


1600 


1920 


4 


G. S. Svkes 


4 


25 


1905 


4 


B. H. Siehl 


4 


66 


1909 


4 


Chas. M. Merry 


90 


2120 


1904 


4 


Rev. Chas. McD. Ryan 


20 


475 


1917 


4 


Wm. E. Stilwell 


7 


56 


1907 


6 


George E. Davis 


20 


458 


1907 


4 


Charles Otterman 


70 


1462 


1904 


4 


J. 0. Eagleson 


10 


253 


1907 


6 


Edward L. Harris 


44 


1064 


1904 


4 


Daniel W. Lothman 


38 


1073 


1909 


4 


Herbert D. Bixby 


104 


2184 


1912 


4 


H. H. Cully 


40 


1905 


1905 


6 


James B. Smiley 


29 


690 


1906 


4 


Frank A. McKernan 


7 


134 


1918 


6 


J. F. Patterson 


24 


739 


1905 


6 


Roger C. Hatch 


IS 


155 


1908 


6 


David P. Simpson 


31 


764 


1905 


6 


E. W. Boshart 


90 


1912 


1914 


4 


Lowell S. Hunter 


6 


124 


1920 


5 


Mary Whittler 


22 


430 


1909 


4 


Hurd A. Tuttle 


4 


117 


1915 


3 


R V. Smith 


5 


62 


1916 


3 


W. B. Skimming 


35 


751 


1906 


3 


Chas. D. Everett 


47 


1040 


1906 


4 


Evan L. Mahaffey 


27 


618 


1907 


4 


Otto H. Magly 


22 


433 


1912 


4 


C. M. Dickey 


13 


390 


1907 


4 


E. W. Cresap 


16 


412 


1912 


4 


C. H. Detling 


5 


107 


1914 


4 


A. G. Welshimer 


7 


183 


1915 


4 


W. H. Richardson 


9 


233 


1913 


4 


J. A. Gerberich 


4 


101 


1915 


3 


J. H. Painter 


36 


1038 


1905 


4 


Wm. H. Meek 


35 


1072 


1911 


4 


Joseph A. Tetzlaff 


18 


450 


1910 


4 


B. M. Lindemuth 


12 


292 


1911 


4 


W. H. Durkee 


S 


92 


1917 


4 


H. T. Main 


14 


331 


1904 


4 


Fred E. Snodgrass 


6 


125 


1912 


4 


Harlan Q. Acre 


5 


132 


1913 


4 


S. O. Mase 


11 


260 


1907 


4 


Josephine Barnaby 


45 


890 


1911 


4 


F. P, Geiger 


23 


596 


1903 


4 


John O'Leary 


5 " 


142 


1908 



58-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll- 


Date 


and School 


of fi. S. 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Elyria 


4 


R. P. Vaughn 


27 


670 


1904 


Findlay 


4 


D. S. Fintort 


26 


644 


1906 


Fostoria 


4 


Ida L. McDermott 


11 


357 


1911 


Fremont 


3 


F. P. Timmons 


12 


313 


1907 


Galion 


4 


O. F. Dietz 


13 


313 


1908 


Gallipolis 


4 


Wayne Lutz 


8 


220 


1905 


Geneva 


4 


Jas. H. Fortney 


6 


180 


1909 


Gibsonburg 


4 


J. C. Twinem 


5 


122 


1916 


Girard 


4 


H. L. Cash 


8 


159 


1914 


Grandview Heights 


4 


M. M. Williams 


5 


114 


1915 


Granville: 












Doane Academy 


4 


H. R. Handley 


6 


136 


1909 


Greenfield: 












McClain 


4 


F. R. Harris 


11 


218 


1905 


Greenville 


4 


Minor McCool 


15 


406 


1907 


Hamilton 


4 


H. R. Townsend 


26 


661 


1904 


Hillsboro 


4 


O. C. Jackson 


9 


234 


1904. 


Huron 


4 


B. L. Pierce 


4 


88 


1918 


Ironton 


4 


E. A. Swan 


17 


349 


1908 


Jackson 


4 


Lucy B. Jones 


7 


237 


1911 


Jefferson 


4 


G. M. McCommon 


4 


120 


1912 


Kent: 












High 


4 


F. B. Bryant 


6 


158 


1912 


Normal 


3 


J. E. McGilvrey 


4 


65 


1918 


Kenton 


4 


D. B. Clark 


10 


319 


1910 


Lakewood 


6 


R. L. Short 


79 


2000 


1905 


Lancaster 


4 


Dean H. Hickson 


18 


492 


1904 


Leroy 


4 


R. F. Howe 


5 


60 


1915 


Lima: 












Central 


6 


R. E. Offenhauer 


29 


667 


1907 


South 


6 


J. W. Pogue 


14 


308 


1920 


Lisbon 


4 


Sadie P. Van Forran 


8 


211 


1910 


Lockland 


4 


A. L. Heer 


8 


190 


1914 


Logan 


4 


C. F. Ridgley 


10 


290 


1913 


London 


4 


W. H. Rice 


7 


203 


1907 


Lorain 


4 


P. C. Bunn 


30 


746 


1906 


Mansfield 


4 


Frank Whitehouse 


28 


826 


1906 


Marietta 


4 


W. H. Leach 


23 


573 


1904 


Marion 


4 


K. H. Marshall 


25 


695 


1904 


Martins Ferry 


4 


R. C. Maston 


13 


424 


1907 


Marysville 


4 


J. B. Hughes 


6 


178 


1905 


Massillon: 












Washington 


4 


H. R. Gorrell 


24 


550 


1904 


Mechanicsburg 


4 


Bert Highlands 


4 


114 


1916 


Medina 


4 


W. E. Conkle 


9 


201 


1908 


Miamisburg 


4 


Harris V. Bear 


8 


215 


1909 


Middletown 


4 


Maude E. Miller 


21 


565 


1907 


Mingo Junction 


4 


Frank Linton 


6 


84 


1915 


Minster 


4 


John C. Halsema 


4 


85 


1916 


Mt. Sterling 


4 


D. L. Hines 


4 


91 


1914 


Mt. Vernon 


4 


H. C. Koch 


16 


486 


1905 


Napoleon 


4 


W. R. Ash 


8 


225 


1914 


Newark 


4 


Oren J. Barnes 


26 


809 


1908 


New Bremen 


4 


Elmer W. Jordan 


5 


108 


1913 


New Concord 


4 


J. L. Lowery 


7 


167 


1908 


New Lexington 


4 


J. C. Way 


7 


207 


1919 


New Philadelphia 


4 


John A. Ake 


13 


270 


1918 


New Washington 


4 


P. J. Foltz 


4 


81 


1908 


Niles 


4 


J. Boyd Davis 


20 


384 


1910 


North Baltimore 


6 


A. J. B. Longsdorf 


6 


211 


1916 


Norwalk 


4 


J. E. Cole 


14 


330 


1906 



59-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll- 


Date 


and Schoolj 


of H. S. 


(Supt. or_Prin.) 


Teachers 


ment 


Accredited 


Norwood 


4 


W. W. Mclntire 


18 


471 


1906 


Oak Harbor 


4 


Carl G. Pemberton 


7 


176 


1915 


Oberlin 


4 


J. C. Seeman 


11 


312 


1907 


Orrville 


4 


E. R. Wise 


6 


170 


1914 


Oxford: 












Wm. McGuffey School 


4 


J. W. Heckert 


5 


112 


1916 


Painesville 


4 


0. H. Lowary 


15 


410 


1905 


Pandora: 












Riley Tp. 


4 


Earl W. Combs 


5 


99 


1914 


Perrysburg 


4 


J. A. Nietz 


5 


118 


1918 


Piqua 


4 


C. M. Sims 


13 


400 


1907 


Plain City 


4 


G. M. Plumb 


3 


69 


1918 


Pomeroy 


4 


C. T. Coates 


8 


165 


1912 


Port Clinton 


4 


J. O. Grimes 


6 


163 


1914 


Portsmouth 


4 


C. E. Stailey 


22 


575 


1904 


Ravenna 


4 


E. O. Trescott 


7 


157 


1906 


Rio Grande: 












Raccoon Tp. 


4 


E. W. Edwards 


5 


95 


1914 


St. Clairsville 


4 


J. H. Brill 


8 


163 


1917 


St. Marys 


4 


C. C. McBroom 


10 


247 


1907 


Salem 


4 


Karl E. Whinnery 


13 


363 


1905 


Sandusky 


4 


W. A. Richardson 


32 


708 


1904 


Shaker Heights 


6 


A. H. Meese 


14 


137 


1918 


Shelby 


4 


R. I. Lewis 


7 


238 


1904 


Shepard: 












St. Mary of the Springs 


4 


S. M. Basil 


8 


88 


1920 


Sidney 


3 


H. R. McVay 


9 


200 


1920 


Springfield 


4 


E. W. Tiffany 


40 


1159 


1904 


Steubenville 


4 


F. J. Mick 


27 


604 


1904 


Tiffin: 












Columbian 


4 


Harry H. Frazier 


18 


520 


1904 


Tippecanoe City 


4 


W. L. Carmack 


6 


108 


1915 


Toledo: 












St. Johns 


4 


Wm. B. Sommerhauser 


13 


318 


1918 


Scott 


4 


R. H. Demorest 


58 


1757 


1914 


Smead 


5 


Elsie Grace Anderson 


6 


55 


1908 


Waite 


4 


James A. Pollock 


51 


1430 


1914 


Toronto 


4 


S. C. Dennis 


6 


134 


1918 


Troy 


4 


T. E. Hook 


13 • 


280 


1904 


Uhrichsville 


4 


Samuel Shimp 


10 


306 


1909 


Upper Sandusky 


4 


E. H. Brown 


7 


192 


1909 


Urbana: 












High 


4 


Clitus V. Wolfe 


7 


180 


1904 


University School 


4 


Louis A. Dole 


3 


17 


1918 


Van Wert 


4 


H. L. Sullivan 


15 


354 


1903 


Wads worth 


4 


A. W. Elliott 


9 


206 


1913 


Wapakoneta 


4 


F. E. Reynolds 


12 


307 


1908 


Warren 


3 


H. E. Honnold 


22 


386 


1904 


Washington C. H. 


4 


O. K. Probasco 


12 


256 


1910 


Wauseon 


4 


M. L. Alsteter 


9 


208 


1908 


Wellsville 


4 


A. D. Horton 


12 


228 


1905 


Westerville 


4 


E. L. Baxter 


5 


169 


1913 


West Jefferson 


4 


H. B. Boomershine 


5 


100 


1913 


Willard 


4 


W. C. Kramer 


4 


134 


1914 


Willoughby 


6 


E. M. Otis 


6 


153 


1904 


Wilmington 


4 


E. P. West 


10 


216 


1913 


Wooster 


4 


G. C. Maurer 


18 


377 


1904 


Wyoming 


4 


C. S. Fay 


5 


85 


1907 


Xenia 


4 


Harper C. Pendry 


16 


336 


1905 


Youngstown: 












Rayen 


4 


E. F. Miller 


39 


980 


1909 


South 


4 


C. E. Reed 


45 


1148 


1913 


Zanesville 


4 


J. H. Mason 


24 


702 


1906 


Total, 184. 




- 









60-A 







OKLAHOMA 








Name of Town 


Type 


Officer in Charge 


No. of 


Enroll- 


Date 


and School of 


H. S. 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Alva 


6 


A. W. Fanning 


11 


262 


1919 


Anadarko 


4 


O. R. Harris 


10 


241 


1920 


Ardmore 


4 


C. H. Woodruff 


14 


416 


1918 


Bartlesville 


3 


F. W. Wenn?r 


13 


312 


1912 


Blackwell 


4 


A. J. Lovett 


18 


386 


1912 


Bristow 


4 


C. E. Hutton 


8 


138 


1918 


Chickasha: 












High School 


3 


T. T. Montgomery 


20 


400 


1912 


Okla. Col. Women's Ac. 


4 


M. N. Woodring 


11 


186 


1918 


Cleveland 


4 


C. R. ShifHer 


5 


89 


1918 


Clinton 


4 


E. H. Homberger 


8 


166 


1920 


Collinsville 


4 


L. H. Pettit 


7 


92 


1918 


Copan 


4 


E. S. McCabe 


5 


71 


1919 


Cordell 


4 


W. H. Cannon 


6 


189 


1918 


Cushing 


5 


J. D. Barney 


10 


165 


1918 


Dewey 


4 


H. R. Albert 


8 


89 


1918 


Drumright 


6 


W. C. French 


24 


204 


1918 


El Reno 


6 


C. F. Bradshaw 


13 


366 


1918 


Enid: 












High 


4 


E. D. Price 


32 


835 


1911 


Phillips Univ. Academy 


4 


W. L. Shane 


7 


198 


1912 


Frederick 


4 


J. O. Shaw 


9 


263 


1919 


Guthrie 


4 


C. N. Peak 


16 


346 


1912 


Henryetta 


4 


J. T. Hefley 


12 


225 


1917 


Holdenville 


4 


L. W. Kibler 


6 


155 


1920 


Hugo 


4 


M. P. Hammond 


14 


260 


1913 


Jenks 


4 


Floyd E. Miller 


7 


60 


1918 


Kingfisher 


4 


R. L. Clifton 


5 


125 


1920 


Lawton 


4 


S. R. Doyle 


16 


417 


1914 


Madill 


4 


F. A. Ramsey 


6 


146 


1919 


Mangum 


4 


Wallace Emerson 


15 


241 


1918 


Miami 


4 


John Lofty 


8 


200 


1919 


McAlester 


4 


W. G. Masterson 


16 


373 


1911 


Muskogee 


3 


C. K. Reiff 


50 


1264 


1911 


Newkirk 


4 


W. M. Chambers 


6 


161 


1919 


Norman 


4 


A. S. Faulkner 


15 


374 


1919 


Oklahoma City 


4 


W. O. Moore 


67 


1618 


1910 


Okmulgee 


4 


H. B, Bruner 


10 


334 


1914 


Pauls Valley 


4 


L. B. Drake 


7 


179 


1920 


Pawhuska 


4 


L. S. Stevens 


8 


160 


1917 


Perry 


4 


W. F. Ramey 


9 


218 


1920 


Ponca City 


4 


J. N. Hamilton 


10 


253 


1918 


Pryor 


4 


M. L. Cotton 


7 


160 


1917 


Ramona 


4 


A. W. Weigle 


8 


87 


1919 


Sapulpa 


4 


J. R. Holmes 


15 


332 


1912 


Sayre 


4 


E. E. Brown 


4 


110 


1920 


Shawnee 


4 


C. W. Gethman 


31 


543 


1916 


Stillwater: 












Okla. A. & M. Col. Ac 


4 


C. L. Kezer 


16 


339 


1920 


Tulsa 


3 


E. E. Oberholtzer 


64 


1223 


1911 


Vinita 


4 


M. R. Floyd 


8 


180 


1913 


Woodward 


4 


J. W. Tyler 


11 


268 


1918 


Total, 49. 




, 










SOUTH DAKOTA 








Aberdeen 


4 


M. S. Hallman 


23 


455 


1907 


Armour 


4 


O. S. Day 


5 


99 


1919 


Belle Fourche 


4 


C. S. Hall 


6 


88 


1916 


Brookings 


4 


S. W. Johnson 


13 


261 


1907 



61-A 



Name of Town 


Type 


Officer in Charge 


No. ef 


Enroll: 


Date 


and School 


of H. S. 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


Canistota 


4 


Chas. O. Ziering 


3 


46 


1920 


Canton 


4 


Iver A. Opstad 


6 


149 


1912 


Centerville 


4 


Robert Fawell 


S 


72 


1920 


Clark 


4 


Guy W. Cook 


7 


111 


1915 


Deadwood 


4 


E. A. Hollister 


7 


118 


1914 


Elk Point 


4 


Jonas Leyman 


5 


95 


1918 


Flandreau 


4 


H. S. Morgan 


6 


152 


1917 


Groton 


4 


G. W. Crossman 


6 


78 


1916 


Hot Springs 


4 


R. V. Hunkins 


7 


118 


1917 


Huron 


6 


A. O. Bowden 


19 


423 


1909 


Lead 


4 


F. A. Henderson 


11 


277 


1905 


Madison 


3 


J. W. Ault 


12 


245 


1910 


Milbank 


4 


H. C. Souder 


6 


144 


1915 


Miller 


4 


Harry P. Cooper 


7 


97 


1914 


Mitchell 


3 


L. M. Fort 


13 


308 


1906 


Pierre 


4 


R. E. Rawlins 


10 


214 


1909 


Rapid City 


4 


Amos Groethe 


15 


294 


1911 


Redfield 


3 


Carl M. Bair 


7 


173 


1910 


Sioux Falls 


4 


W. I. Early 


32 


725 


1906 


Tyndall 


4 


O. B. Phillips 


4 


84 


1919 


Vermillion: 












High 


4 


J. S. Bjornson 


9 


216 


1907 


University 


4 


W. W. Tuttle 


4 


31 


1920 


Watertown 


4 


R. B. Newman 


21 


394 


1906 


Webster 


4 


W. A. Thompson 


9 


139 


1907 


Yankton 


4 


E. R. Edwards 


IS 


234 


1905 


Total, 29. 




WISCONSIN 








Antigo 


4 


Edward F. Merbach 


20 


498 


1908 


Appleton 


4 


P. G. W. Keller 


30 


619 


1904 


Ashland 


4 


Earl W. Giesey 


24 


484 


1908 


Baraboo 


4 


A. C. Kingsford 


12 


291 


1908 


Beaver Dam: 












High 


4 


Geo. R. Ray 


12 


244 


1908 


Wayland Academy 


4 


E. P. Brown 


8 


138 


1904 


Beloit 


4 


J. H. McNeel 


26 


717 


1904 


Berlin 


4 


F. Stanley Powles 


12 


230 


1908 


Black River Falls 


4 


Norma R. McNab 


8 


185 


1919 


Burlington 


4 


F. L. Witter 


11 


216 


1908 


Chilton 


4 


G. M. Morrissey 


6 


123 


1917 


Chippewa Falls 


4 


G. O. Banting 


18 


363 


1908 


Columbus 


4 


John Dixon 


10 


216 


1908 


Delafield: 












St. John's Mil. Acad. 


4 


H. H. Holt 


20 


483 


1910 


Delavan 


4 


H. A. Melcher 


7 


171 


1909 


Dodgeville 


4 


T. Edgar Henderson 


8 


152 


1914 


Durand 


4 


L. U. St. Peter 


8 


168 


1918 


Eau Claire 


4 


L. A. Bu Dahn 


30 


700 


1904 


Edgerton 


4 


F. O. Holt 


10 


244 


1912 


Elkhorn 


4 


Chas. A. Jahr 


6 


133 


1908 


Ellsworth 


5 


L. W. Fulton 


7 


141 


1912 


Elroy 


4 


H. W. Maule 


5 


113 


1914 


Evansville 


4 


J. F. Waddell 


7 


164 


1909 


Fennimore 


6 


Joseph Reed 


7 


250 


1912 


Florence 


4 


F. C. Martin 


7 


102 


1918 


Fond du Lac 


4 


E. J. Wilson 


26 


757 


1904 


Fort Atkinson 


4 


E. H. Miles 


8 


226 


1912 


Grand Rapids 


5 


W. A. Baldauf 


25 


458 


1900 


Green Bay: 












East 


4 


W. T. Ream 


15 


339 


1906 


West 


4 


C. F. Cole 


22 


509 


1911 



62-A 



Name of Town 


Type 


Officer in Charge 


No. of 


Enroll- 


Date 


and School 


of H. S. 


(Supt.^or Prin.) 


Teachers 


ment 


Accredited 


Hartford 


4 


G. B. Haverson 


9 


165 


1907 


Hudson 


4 


D. T. John 


11 


208 


1912 


Hurley 


4 


J. E. Murphy 


10 


164 


1915 


Janesville 


4 


G. A. Bassford 


24 


550 


1908 


Jefferson 


4 


W. G. Ballentine 


10 


140 


1917 


Kaukauna 


4 


L. G. Schussman 


7 


182 


1908 


Kenosha 


4 


G. N. Tremper 


30 


644 


1908 


Kewaunee 


4 


R. J. McMahon 


7 


124 


1918 


La Crosse 


4 


W. Collinge 


39 


1044 


1908 


Ladysmith 


4 


M. Lewis 


8 


200 


1918 


Lake Geneva: 












High 


4 


Marietta S. Baker 


8 


190 


1911 


Northwestern Mil. 


Acad. 4 


H. H. Rogers 


9 


152 


1908 


Lake Mills 


6 


Chas. H. Karch 


7 


148 


1917 


Lancaster 


4 


S. S. McNelly 


10 


200 


1908 


Lodi 


4 


A. J. Henkel 


7 


115 


1908 


Madison: 












High 


4 


V. G. Barnes 


60 


1399 


1908 


Wisconsin 


6 


H. L. Miller 


12 


320 


1908 


Manitowoc 


4 


C. G. Stangel 


31 


674 


1908 


Marinette 


4 


F. W. Hanft 


17 


512 


1900 


Marshfield 


4 


W. R. Davies 


15 


330 


1908 


Medford 


4 


C. H. Bachhuber 


8 


207 


1908 


Menasha 


4 


O. H. Plenzke 


9 


170 


1908 


Menomonie 


4 


Mildred Schneider 


13 


335 


1908 


Merrill 


4 


Geo. A. Johnson 


12 


359 


1908 


Milwaukee: 












Bay View 


4 


Geo. A. Fritsche 


19 


457 


1919 


East 


4 


G. A. Chamberlain 


46 


1187 


1904 


North 


4 


R. E. Krug 


43 


1097 


1908 


South 


4 


H. E. Coblentz 


46 


1175 


1904 


Washington 


4 


Geo. J. Balzer 


41 


981 


1915 


West 


4 


A. C. Shong 


46 


1092 


1904 


Downer Seminary 


6 


Ellen C. Sabin 


13 


216 


1904 


Mineral Point 


4 


A. A. Veith 


8 


172 


1914 


Mondovi 


4 


C. W. Dodge 


9 


173 


1915 


Monroe 


4 


P. F. Neverman 


12 


236 


1908 


Neenah 


4 


C. F. Hedges 


12 


294 


1908 


Neillsville 


4 


E. J. McKean 


10 


166 


1908 


New London 


4 


D. Newberry 


8 


211 


1912 


New Richmond 


4 


Robert Lohrie 


15 


340 


1912 


Oconomowoc 


4 


F. J. Holt 


10 


240 


1908 


Oconto 


4 


E. F. Strong 


11 


254 


1908 


Oshkosh 


4 


A. B. O'Neil 


44 


927 


1904 


Park Falls 


4 


E. C. Hirsch 


6 


120 


1916 


Platteville 


4 


A. L. Tarrell 


10 


231 


1912 


Plymouth 


4 


C. A. Rubado 


12 


260 


1905 


Portage 


4 


C. C. Bishop 


8 


265 


1907 


Port Washington 


4 


John A. Thiel 


7 


106 


1915 


Prairie du Chien: 












High 


4 


Nicholas Gunderson 


7 


126 


1918 


Campion Academy 


4 


Wm. J. Finon 


30 


328 


1919 


Racine 


4 


W. C. Giese 


46 


1053 


1908 


Reedsburg 


4 


A. B. Olson 


12 


228 


1908 


Rhinelander 


4 


W. P. Colburn 


15 


323 


1908 


Rice Lake 


4 


H. J. Steeps 


11 


217 


1910 


Richland Center 


4 


A. F. Caldwell 


11 


264 


1912 


Ripon 


6 


L. P. Goodrich 


7 


179 


1908 


River Falls 


4 


Ann F. Williams 


9 


170 


1905 


Sheboygan Falls 


4 


Wm. Urban 


28 


593 


1906 


Sinsinawa: 












St. Clara Academy 


4 


Sister M. Theodosia 
63-A 


7 


108 


1912 



Name of Town 


f T r s . 


Officer in Charge 


No. of 


Enroll- 


Date 


and School 


(Supt. or Prin.) 


Teachers 


ment 


Accredited 


South Milwaukee 


6 


F. W. Hein 


8 


140 


1908 


Sparta 


4 


F. C. Bray 


9 


272 


1913 


Stanley- 


4 


W. I. White 


6 


229 


1912 


Stevens Point 


4 


L. R. Klinger 


17 


380 


1908 


Stoughton 


4 


C. J. Anderson 


17 


340 


1907 


Sturgeon Bay 


4 


R. Soukup 


10 


274 


1904 


Superior: 




« 








Central 


4 


C. G. Wade 


37 


868 


1904 


Nelson Dewey 


4 


A. T. Conrad 


11 


220 


1904 


Tomah 


4 


F. M. Bray 


10 


302 


1916 


Tomahawk 


4 


Frederick Ek 


7 


132 


1916 


Two Rivers 


4 


N. H. Mewaldt 


14 


276 


1919 


Viroqua 


4 


R. L. Heindel 


11 


298 


1916 


Washburn 


4 


C. E. Hulten 


12 


235 


1908 


Watertown 


4 


T. J. Berto 


11 


334 


1914 


Waukesha 


6 


J. E. Worthington 


29 


450 


1904 


Waupaca 


4 


L. G. Schneller 


11 


294 


1908 


Waupun 


4 


L. F. Smith 


8 


175 


1912 


Wausau 


4 


I. C. Painter 


27 


678 


1904 


Wauwatosa 


4 


P. A. Kolb 


9 


214 


1906 


West Allis 


4 


G. A. German 


10 


309 


1910 


West Bend 


4 


D. E. McLane 


7 


181 


1910 


Whitewater 


4 


C. W. Rittenburg 


6 


123 


1908 


Total, 109. 




WYOMING 








Buffalo: 












Johnson County 


4 


S. R. Bumann 


7 


121 


1918 


Casper: 












Natrona County 


4 


W. A. Lacey 


14 


231 


1915 


Cheyenne 


4 


A. S. Jessup 


12 


290 


1912 


Douglas: 












Converse County 


4 


Angie Roosa 


9 


120 


1919 


Evanston 


4 


C. C. Voeller 


7 


170 


1918 


Laramie: 












High 


4 


Merton Wilier 


7 


113 


1913 


University 


6 


A. C. Cross 


8 


121 


1917 


Rawlins 


4 


R. G. Krueger 


9 


88 


1919 


Rock Springs 


4 


O. C. Schwiering 


8 


130 


1916 


Sheridan 


4 


J. J. Early 


16 


428 


1912 


Wheatland 


4 


Flora Kruegger 


9 


171 


1919 


Total, 11. 













64-A 



LIBRARY OF CONGRESS 



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